Digital+Storytelling+for+the+21st+Century+Classroom

__Digital STORYTELLING__ by Caralee Adams


 * __Summary:__**

Digital storytelling is a new way for students to make connections to what they have learned in class. Instead of just writing a story about what they have learned, they will actually use various media to compose a digital story. A digital story is a story created by a student or group of students, using audio, images, and text. It should incorporate what they have learned in the classroom. Students are able to use technology, such as scanners, cameras, and various software.

There has been a push to incorporate digital storytelling into classroom instruction. Many schools have undertaken this initiative. Teachers have found the tools used for digital storytelling to be easy to learn and use. Digital storytelling has also been effective with special education and ESL students. So, it is possible to teach digital storytelling in a variety of classroom settings.

Many educators have different approaches in how to complete the process of composing a digital story. Guidelines should be established before students are introduced to digital storytelling.

APA Citation: Adams, C. (2009). Digital STORYTELLING. //Instructor//, //119//(3), 35-37.


 * __Description/Classroom Tools:__**
 * Integration of content knowledge
 * Computer
 * Internet
 * Camera
 * Scanner
 * Software Programs


 * __Resources:__**
 * [|Social Studies Example]
 * [|The Art of Telling Digital Stories]
 * [|Examples]

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**__Tell Me a Story__ by Kathy Fredericks**

__**Summary:**__

Digital storytelling provides and interactive educational experience. It allows for students to take their own interpretations of what they have learned in class and create their own original story. These stories allow for creative outlets too. Students now have the ability to show what they have learned in their own way.

Connections have been made to link digital storytelling with curriculum standards in most subjects. By connecting the standards it allows for collaboration within the school. Teachers and students are not the only ones who can be involved in this process. Librarians can be an asset. There are many tools and processes available to assist teachers, students, and librarians in completing a digital story.

APA Citation: Fredricks, K. (2009). Tell Me a Story. //School Library Monthly//, //26//(4), 33-35.

__**Description/Classroom Tools:**__
 * Curriculum Standards
 * Computer
 * Internet
 * Computer Software Programs
 * Camera
 * Library

__**Resources:**__
 * [|Photo Story]
 * [|Movie Maker]
 * [|iMovie]
 * [|Animoto]
 * [|Xtranormal]
 * [|Voice Thread]

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ __**Digital Storytelling**__ **by Karnan-Miyar** ** Duysevi **

__**Summary:**__

Storytelling is not something new. Teachers have used the method of storytelling to assess students knowledge for many years. Today, teachers are able to infuse technology when creating stories. This is known as digital storytelling. Technology allows for stories to be expressed more effectively. There are many advantages to using digital stories within the classroom. It allows for students to personalize their educational experience, to be more motivated, create real life situations, and to improve their involvement in their academic instruction.

Both teachers and students need to have a clear picture of how to utilize digital storytelling. Once teachers have gained the knowledge needed to complete a digital story, they need to introduce their students to this concept. Students need to be aware of the equipment and software needed to develop a digital story. Also, there are many approaches to creating and integrating digital stories. Sample digital stories should be provided for the students, so that they know what is expected. By incorporating this project into the current curriculum, students are able to extend their learning experience from a personal viewpoint that is both motivational and enriching to their lives.

APA Citation: Duysevi, K. (2009). Digital Storytelling. //Distance Learning//, //6//(1), 27-29.


 * __Description/Classroom Tools:__**
 * Sample digital stories
 * Computer
 * Internet
 * Windows Media Player
 * Robin's Four Step Approach


 * __Resources:__**
 * [|Photo Story]

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__**Constructing Dig**____**ital Stories**__ ** by Sara Kajder, Glen Bull, and Susan Albaugh

__Summary:__ **

Digital storytelling in the classroom was first developed at the Center for Digital Storytelling at Berkeley. The people responsible for this development were Joe Lambert and Dana Atchley. They even developed a website to provide information and examples of digital stories. There are many examples of digital storytelling being used in our society. The examples show how it has become a powerful method of expression.

Teachers are not always equipped with the technology needed to complete digital stories. Computer labs or other technology many need to be reserved, which may take some time. So, teachers need to plan in advance.

In constructing a digital story, there are seven steps that can be followed. These steps were developed and used during a two-year project that was a collaboration between the Curry School's Center for Technology and the Teacher Education at the University of Virginia. They were able to use these strategies to assist students and teachers in creating digital stories. They also made modifications to their strategies as some schools did not always have computers available.

APA Citation: Kajder, S., Bull, G., & Albaugh, S. (2005). Constructing Digital Stories. //Learning & Leading with Technology//, //32//(5), 40-42.


 * __Description/Classroom Tools:__**
 * Seven Steps to completing a digital story
 * Computer
 * Internet

__**Resources:**__
 * [|iMovie]
 * [|Movie Maker]

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__**The World of Digital Storytelling**__ ** by Jason Ohler

__Summary:__ **

Digital stories should be told in the first person. These stories should be developed using the latest technologies if available. Although technology is part of the process in relating concepts that are learned, the story should be the primary focus. Students need to be taught how to be storytellers. By doing so, students will utilize critical thinking, writing, and media skills. Also, students creative talents are able to be utilized, which can enable them to be more active in the learning process.

Teachers need to be able to teach story mapping and written/oral storytelling before beginning the process of having students compose a digital story. The curriculum should be supported when using digital stories in the classroom.

APA Citation: Ohler, J. (2006). The World of Digital Storytelling. //Educational Leadership//, //63//(4), 44-47.


 * __Description/Classroom Tools:__**
 * Curriculum
 * Story Mapping
 * Computer
 * Internet


 * __Resources:__**
 * [|iMovie]
 * [|Movie Maker]
 * [|Center for Media Literacy]

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__**Software for Digital Storytelling**__ **by Kelly Czarnecki**


 * __Summary:__**

There are many different programs that are offered to assist in composing, storing, and organizing digital stories. Even on a limited budget, it is possible to compose a digital story. The internet provides many tools to assist anyone, no matter their budget.

When composing a digital story, the story should be the focus. So, developing a storyboard is a good way to organize ones thoughts and to keep the story at the center of focus, rather than the technology. Then, the story should be made digital by using various software to produce a video and incorporate music, sound, and photos. This process will help to facilitate learning and cooperation within the classroom.

APA Citation: Czarnecki, K. (2009). Software for Digital Storytelling. //Library Technology Reports//, //45//(7), 31-36.

__**Description/Classroom Tools:**__
 * Computer
 * Internet
 * Storyboard
 * Computer Software

__**Resources:**__
 * [|Video Storyboard]
 * [|Audio/Video]
 * [|PCs]
 * [|Macs]
 * [|Macs: Video Editing (Final Cut Pro)]
 * [|Macs: Video Editing (Final Cut Express)]
 * [|PCs: Video Editing Pinncale Studio)]
 * Animoto
 * [|Voice Thread]
 * [|Find Sounds Palette]
 * [|Audacity]
 * [|iTunes]
 * [|Adobe Photoshop]
 * [|Adobe Photoshop Elements]
 * [|Wildlife Filmmaker]
 * [|Photo Editing]
 * [|Photo Editing Tool (Picnik)]
 * [|Photo Editing Tool (Pixir)]
 * [|Photo Editing Tool (Splashup)]

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__**Stories-To-Go**__ ** by Wesley Fryer **


 * __Summary:__ **

Today's technologies allow for students to access the internet through their cell phones. Due to such technological advancements, digital storytelling has also become mobile. Prior to this, students used Powerpoint to present their stories. Today, students are offered more options via the internet, in which to complete their digital stories. When students are given the opportunity to create their own story, it allows them to identify with and understand the content being covered in the classroom.

By creating stories with visuals, it allows for students to remember the concepts learned for a longer period of time. Dr. Lynnell Burmark emphasizes the need for visual literacy in educational settings, because the brain tends to processimages faster than just text. In fact, she has published books and articles on the subject, along with presentations.

Allowing students the option to complete their digital story using their cell phones allows them to have more opportunities to incorporate their own personal reflections from home. For instance, they can record audio interviews with friends and family. Also, they can record their story on their cell phones to share with others within their own community. This can enable them to extend their learning from the classroom into their own personal environments. In fact, if a student does not own a cell phone, they can also use their home phone to be a recorder for their digital stories. There are web sites that offer free accounts for students who want to use their cell phone or other POTS (plain old telephone system) as a recording device for learning. This is especially useful for teachers who require their students to interview friends, family members, or other individuals within their community.

Cell phones have always been seen in the past as a distraction to the learning process. Today, this technology has been shown to be a learning tool for students. Along with the cell phone, iPods have entered the classroom as an educational tool too. These technologies have empowered students to make use of their learning opportunities and to be able to share what they have learned and accomplished, globally.

APA Citation: Fryer, W. (2007). Stories-To-Go. //TechEdge//, //27//(2), 24-26.


 * __Description/Classroom Tools:__**
 * Cell Phone
 * Internet
 * POTS
 * Digital audio recording devices
 * iPods
 * Microphones
 * Software
 * Batteries


 * __Resources:__**
 * [|**Dr. Lynell Burmark**]
 * [|**"From Toy to Tool: Cell Phones In Schools"**]
 * [|**Gabcast**]
 * [|**Gcast**]
 * [|**Digital Audio Editing**]
 * [|**Macs: Audio Digital Editing**]
 * **Gabcast Service Toll Free # (1-800-749-0632)**
 * __[|**"iPod Mic Shootout"**]__
 * __[|**M-Audio MicroTrack**]__