The World of Storytelling Unit Study
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Also, the findings indicated that teachers believe that the use of stories in education is very beneficial for countries receiving immigrants, such as Australia, because a digital story incorporates multiple aspects of the curriculum, and all teachers should use this medium at some stage.
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One teacher commented that in their school, where they work with many students from non-English-speaking countries, students welcome the opportunity to express themselves through visual media, rather than more words; it facilitates communication for new students and builds their confidence. Similar finding were reported by Benmayor who stated that digital storytelling can help learners to transfer their knowledge, skills and culture, thereby evolving their thinking process and helping them gain confidence.
Accordingly, digital storytelling can be classified as an asset based pedagogy Benmayor [ ]. Additionally, the findings of teacher interviews indicated that, with digital storytelling, not only students but the teachers also got the opportunity to improve their technological skills. This included the use of electronic devices such as personal computers, cameras and recorders. Miller reported similar findings. She stated that digital storytelling is the best application for teachers to encourage students to increase their use and knowledge of technology and technical skills.
Furthermore, in order to create these stories, not only the students but also the teachers are obliged to increase their technical proficiency in using personal computers, digital cameras, recorders, etc.
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This helped teachers keep up with the latest technology Miller [ ]. It can help them improve their confidence, and contribute to enhanced social and psychological skills. These findings are in line with other research outcomes reported in literature.
Van Gils found that personalised education is one of the main advantages of digital storytelling. He argued that learners can present their experiences, reflections and evaluate their achievements while creating digital stories Van Gils [ ]. According to Ohler, digital storytelling helped students to become active participants rather than passive consumers of information Ohler [ ]. Academic efforts that focus on the benefits of digital storytelling are supported by government agencies. Several governing and regulatory authorities have been working on improving the education system in terms of motivation, learning outcomes and professional integration.
According to AusVELS students are expected to enrich their learning experience, not only in a single aspect of the curriculum, but in all areas. It considers storytelling to be one of the modules which can be used to equip students with professional learning and teaching skills.
Consequently, suffice to say that digital storytelling has, inter alia, the benefit of increasing student motivation, especially for those students who have difficulties with reading and writing, allowing personalisation of the learning experience, acquiring experience with in-depth and comprehensible reading and becoming more proficient at technical aspects of language. Digital storytelling can be used to develop personalised learning experiences for students, thereby responding to diverse individual needs.
As the latest report for the Programme for International Student Assessment PISA indicated that the use of technology in education can increase various skills of learners, the findings of this research also suggested that digital storytelling can enhance several learning skills including writing, designs, library and research, technology and communication. In addition, digital storytelling can help students with tasks they previously found very difficult including spelling, sentence formation and building, and forming the whole body of a text; this integration of technology assisted students to overcome their writing problems.
However, age and ability to learn technological subjects have some impact on the outcomes. When compared with primary school students, secondary school students have the ability to learn more and faster. They use the internet and computers more than primary school students. This was apparent during the study, especially where primary school students worked exclusively on their stories in the class, secondary school students worked on their stories, both inside and outside the class.
Furthermore, teachers observed that students were learning without realising.
The effectiveness of digital storytelling in the classrooms: a comprehensive study
Provided that students are clearly informed about the task that is required of them, digital storytelling is useful as an all-round skill development tool; the use of digital storytelling can therefore reinforce various complementary skills. The findings of the cross-case analysis based on the rubric data are presented in the following sections. Overall scores for digital story quality for the five case studies. Furthermore, age and ability to learn technological subjects have sme impact.
When compared with primary school students, secondary school students have the ability to learn faster and learn more. They use the internet and computer more regularly than primary school students. This was apparent during the study where the primary school students worked on their stories only in the class. On the other hand, secondary school students worked more regularly on their stories, both inside and outside the class.
It is observed that the subject does not impact student performance. However, the approach taken by the teacher proved to have significant impact. This was observed in two cases. In Years 3—4, the teacher observed that students were struggling with their writing and opted to introduce software so that the students had a clear idea about what was required of them. This additional step increased student performances. In Year 7, the teacher asked the students to present their work when it was finished.
Consequently, almost every fortnight there was a story presentation in class and this contributed to their engagement and better performance. There were two groups, one of which was working very well, while the other group was not interested in school work. Although digital storytelling created some interest in the second group, especially during video shoots and presentation, it was not easy to engage them with the overall task. They did not work on the story creation, required constant help from the teacher and received a very low mark.
Mean Score for criteria for the five case studies. On the other hand, secondary school students were a complete contrast. They performed not so well in the story aspects since they did not want to spend much time writing and storyboarding. This can be traced back to their age group and knowledge in technology use. Teachers had a positive attitude towards the use of digital storytelling as a teaching tool in their classrooms, as both students and teachers had the opportunity to improve their technological skills, which included the use of various electronic devices, as previously mentioned.
Teachers indicated that digital storytelling increased and enhanced the use of technology in the classroom, which helped students improve their technical skills and information literacy; digital storytelling can also be applied to subjects such as English and History, and in almost all the sciences including mathematics, social studies and humanities.
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Furthermore, teachers confirmed that the use of digital stories in education is beneficial for countries receiving immigrants, such as Australia. The ability for expression through visual media, rather than words, facilitates communication for new students and builds their confidence. In addition, teachers fulfilled the role of facilitator, consultant, and could scaffold the learning process more effectively when they used digital storytelling in class.
Since the main aim of this research was to investigate the impact of digital storytelling on student learning, the outcomes of this research will enable both teachers and students to tap into the power of digital storytelling and more engaged teaching and learning. The research focused on how to implement digital storytelling in the classroom, describing the digital story workshop, and explaining teacher roles and student tasks; therefore, this research gives a clear picture of how to integrate digital storytelling into schools.
Consequently, the new knowledge generated by this research can inform future educational policy. Furthermore, a number of story development models have been created in the past to help educators achieve better learning outcomes with digital storytelling; however, none of these models provide a holistic pedagogical framework for engaging students with digital storytelling during various stages of learning. This research presented a new e-Learning Digital Storytelling eLDiSt framework for using digital storytelling as a pedagogical model for constructivist learning. In addition, even though the findings of this research are important and have the potential to inform policy, practice and theory, generalisations could not be derived due to the following reasons.
The research only included participants from one school even though there were two levels: primary and secondary and limitations related to the participant sample used, since unequal numbers of students from primary and secondary schools took part in this research. In future research this limitation could be overcome by using multiple sites instead of one school, and the same participant sample, if possible.
Another issue is related to the limited access to technology in the school; the students faced some technical problems while creating their digital stories, also there was some shortage of computers in the labs.
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The results of this research indicate that digital storytelling can provide support to students with special needs, such as ESL and VCAL students. In addition, digital storytelling can help students to improve their confidence, and can contribute to better social and psychological skills. We are grateful for the support we received from East Preston Islamic School; we would like to thank all the students and teachers who participate in this research.
Also we would like to acknowledge the support and help provided by Prof. Neil Diamond and Dr. Ewa Sztendur for their statistical support in analysing the data. This article is published under license to BioMed Central Ltd. Skip to main content Skip to sections. Advertisement Hide.
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Download PDF. Smart Learning Environments December , Cite as. The effectiveness of digital storytelling in the classrooms: a comprehensive study. Open Access. First Online: 03 December Introduction From ancient times to the present, storytelling has served as a popular education tool, utilised to pass knowledge from one generation to another. Background and literature review In recent years, our lives have become more involved with technological tools. Storytelling Throughout the history of human and social development, storytelling has been used as a tool for the transmission and sharing of knowledge and values, because it is a natural and yet powerful technique to communicate and exchange knowledge and experiences.
Digital storytelling Digital storytelling emerged at the Center for Digital Storytelling in California in the late s as a method employed by community theatre workers to enable the recording, production, and dissemination of stories Lambert [ ]. Digital storytelling: a constructivist approach to learning In recent decades, various learning paradigms have been used to enhance teaching and learning practice; each one of these learning theories, such as behaviourism, cognitivism and constructivism, has its own perspective on learning methods.
Research questions The rationale for this project is to explore the pedagogical benefits of digital storytelling. This question can be divided into the following sub-questions: How can digital storytelling be used to enhance student engagement? How can digital storytelling be used to improve educational outcomes? What are teacher perceptions about student learning through digital storytelling? Significance of the study Since the main aim of this research is to investigate the impact of digital storytelling on student learning, the outcomes of this research will enable both teachers and students to tap into the power of digital storytelling, leading to more engaged teaching and learning.
Methodology A case study design that uses multiple case studies was chosen for this research Mello [ ]. Classroom observations To record both qualitative and quantitative observations an observation tool was created Additional file 1 : Appendix B. This tool contains three different forms: Pre-observation form qualitative Timed observation form quantitative Field notes form qualitative The pre-observation and field notes forms were used to collect qualitative data.
Evaluation rubric In addition to classroom observations, a scoring rubric was used by teachers to assess the quality of the digital stories created by the students. Teacher interviews Once the level of engagement was measured, we needed to ascertain the educational outcomes associated with digital storytelling. Participant groups This study involved five teachers from prioritised curriculum areas Science, Art, English, Library and Social Studies to integrate digital storytelling into the primary and secondary school curriculum during third and fourth terms in Table 1 Case study groups.
Two workshops were conducted for the teachers with the following main objectives: 1. An overview of possible strategies for using digital storytelling as a medium for engaging students and improving learning outcomes.
tefeck.tk The potential power of digital storytelling as a teaching and learning tool was then explored within the constructivist paradigm. Enhancing engagement The findings of this research indicate that levels of student engagement fluctuate between moderate and high. Fostering collaboration The findings of this research indicated that students work collaboratively and engage with digital content. Transforming learning This research affirms that digital storytelling is suitable for a constructive approach to learning; because students work on their own story after receiving basic instructions from the teacher.