Co-authoring identity: Digital storytelling in an urban middle school
... Digital storytelling is one of the innovative pedagogical approaches that can engage students in deep and meaningful learning (Smeda, Dakich and Sharda, 2014). Davis (2004) denes a digital story as usually a personal narrative told in the rst person and presented as a short movie on screen. Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students (Robin, 2009). ...
The purpose of the present study is to determine the pre-service social studies teachers‟ opinions about digital storytelling process that they were experienced. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through\ programs like windows movie maker, iMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to the democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depended on their answers to survey questions. Three of them who generally stated most positive views towards the digital storytelling process and other three who generally reflected the challenges and difficulties during the process were interviewed
... So, J. Ohler describes how digital stories use "personal digital technology to combine a number of media into a coherent narrative" (Ohler, 2008). This method is equally effective formal (Sadik, 2008;Yang, Wu, 2012;Boyko et al., 2021;Polianovskyi et al., 2021) and non-formal (Davis, 2004;DeGennaro, 2008;Freidus, Hlubinka, 2002;Wexler, Eglinton, Gubrium, 2014) education. ...
The article reveals the main digital tools that allow everyone to intensify classes. Peculiarities of application of active teaching methods in universities in online and offline forms in the period of pandemic under conditions of inclusiveness are considered. Authors identified the problem areas and process of using digital technologies in inclusive groups. The recommendations on the organization of online classes in inclusive groups are formed. The primary task of inclusive education in the context of accelerated digitalization is to update the content, methods, and organizational forms of educational work, modernize educational programs, develop and implement effective digital teaching materials and transition to a personalized and result-oriented organization of the educational process.
... Being a novel strategy relying on media for practicing speaking, learners become highly motivated and attentive while being involved in dramatic activities. In addition, media also mirrors relationships and boosts verbal knowledge (Davis, 2004). According to Brown (2000), media engage students in active learning so that teachers may see proof of their development. ...
... To mention a few examples of the use of stories in medicine, see Kreuter et al. (2007);Yoder-Wise and Kowalski (2003); in academic research, see Bowman (2014); in education, see Davis (2004); in entertainment, see Thompson (1999); and in relation to the Internet and social media, see Black and Kelley (2009) and Singh and Sonnenburg (2012). The tourism industry is constantly looking for stories to capture its customers' attention and convince them of the benefits of visiting a destination and consuming a product or a service brand. ...
... Dijital hikaye anlatımı, genellikle birinci ağızdan anlatılan hikayeye, görsel, müzik, ses gibi çoklu unsurların dahil edildiği kısa videolar olarak tanımlanabilmektedir (Davis, 2004). Dijital hikaye anlatım tekniği teknolojinin öğrenme süreçlerine dahil olmasıyla birlikte eğitim ve psikoloji alanında yararlanılan önemli bir teknik haline gelmiştir (Sarıtepeci, 2017). ...
Günümüzde hikaye anlatım tekniği özellikle çocuklarla danışmada sıklıkla başvurulan önemli bir teknik haline gelmiştir. Çocuk danışanlar, yetişkinlerden farklı bir dil kullanırlar. Çocuklarla çalışan ruh sağlığı profesyonelleri günlük dil yerine metaforlardan, oyunlardan, görsellerden, hikayelerden yararlandıklarında danışanları ile daha güçlü bir terapötik ilişki kurabildiklerini bildirmektedirler. Hikaye anlatım tekniği, psikolojik danışma sürecinde danışanın doğrudan ifade edemediği duygu ve düşüncesini hikayelerdeki karakterler aracılığıyla ifade etmesini kolaylaştıran terapötik bir araçtır. Postmodern yaklaşımlarla birlikte popüler hale gelen hikaye anlatım tekniği ile ilgili çalışmaların ülkemizde sınırlı sayıda olduğu görülmektedir. Çocuklarla çalışan okul psikolojik danışmanları, çocukla günlük dil ile iletişim kurmaya çalıştıklarında dirençle karşılaşabilmektedirler. Bu durum yardıma ihtiyaç duyan çocuğa psikolojik destek sağlanmasının önüne geçebilir. Özellikle zorlu yaşantılarla karşılaşan çocuklara gerekli destek sağlanmadığında uyum sorunları, öğrenme güçlükleri, alt ıslatma, gibi sorunlar yaşanabilmektedir. Bu çalışmada terapötik hikaye anlatımı, çocuklarla danışmada hikaye anlatım tekniğinin kullanımı ve kullanım amaçları ele alınmıştır. Bu çalışma, özellikle çocuklarla çalışan okul psikolojik danışmanları için hikaye anlatım tekniğinin sahadaki yeni uygulamaları, faydaları ve kullanım kolaylığı ile ilgili bilgi vermesi yönüyle önemlidir.
... Trump's policies regarding the deportation of Latino immigrants should be considered particularly harmful to Latino youth and their families due to the influence the rhetoric can have on the self-isolation of Latinos. Political contexts and significant events may have an impact on adolescents' development because they are increasingly becoming aware of their surroundings and are actively forming their identities (Davis, 2004;Schuman & Corning, 2011). The 2016 presidential election was an important event in history, particularly for Latino youth and adolescents, as the anti-immigrant and anti-Latino political rhetoric included in Donald Trump's proposed policies related to potential deportations that could result in familial separation. ...
... Burmark (2004) also discovered that integrating visual images with written text both enhances and accelerates student comprehension. Furthermore, students are highly motivated and engaged (Davis, 2004). From the above studies, it can be concluded that DST is an appropriate form of multimedia to raise students' interest in learning the speaking skill. ...
Background Study
English education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real‐life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real‐life stories and recording them in English.
Objectives
The present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge.
Methods
The participants were 43 sixth‐grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9‐week course. All the participants took financial knowledge and English‐speaking proficiency pre‐tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English‐speaking skills.
Results and Conclusions
The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.
With the advent of digital media and information technology, digital storytelling (DST) has emerged as a popular multimodal input, merging traditional literacy with diverse modes of resources, such as images, audio, and animations, to create a contextually rich, language-enriched environment for language learners. DST has been found to be effective in promoting students’ language proficiency, encompassing listening, writing, reading, speaking, and comprehension. This study is situated in the conceptual framework of Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2007), and aims to explore the associations among three components of TPACK, namely technologies, pedagogical techniques, and content knowledge, as embodied in digital story videos produced by ESL pre-service teachers. The research involved 30 teacher students majoring in English language education at a university in Hong Kong, who created 20 multimodal digital story videos on topics related to character strengths and positive psychology. Based on an analysis of digital videos and face-to-face interviews, the results demonstrated the effectiveness of DST in shaping perceptions of technologies, the English language, and pedagogies directed by TPACK. The discussion on the integration of digital technologies and teaching content into ESL practice provides insights into curriculum development and pedagogical suggestions.
This study investigates the impact of digital storytelling on student motivation and participation in Algerian secondary schools. Digital storytelling integrates multimedia elements with narrative structures to create engaging educational experiences. A descriptive survey design was employed using Google Forms to gather data from 25 secondary school teachers. Findings reveal varying levels of familiarity with digital storytelling among educators, with a majority recognizing its effectiveness in enhancing language skills, particularly listening and speaking. Teachers perceive digital storytelling as highly effective in fostering student engagement and interactive learning environments. Despite challenges such as limited technology access and training opportunities, the study emphasizes the transformative potential of digital storytelling in enriching educational practices and empowering students as active learners in the digital age.
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