It is important that digital storytelling is not taught in isolation of other technology related content, as competence in basic computer skills is necessary for students to participate effectively. Technology needs to be integrated into the curriculum to enhance students’ learning (Edutopia, 2008). “In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts,” (Edutopia, 2008). Digital storytelling is one way of integrating technology for meaningful learning experiences. In today’s technology based world, computer skills are invaluable to our students futures.
There are seven elements ascribed to storytelling, as explained in The Center for Digital Storytelling. The following table has been obtained from this site:
1. Point of view – What is the main point of the story and what is the perspective of the author?
2. A dramatic question – A key question that keeps the viewer’s attention and will be answered by the end of the story.
3. Emotional content – Serious issues that come alive in a personal and powerful way and connects the story to the audience.
4. The gift of your voice – A way to personalize the story to help the audience understand the context.
5. The power of the soundtrack – Music or other sounds that support and embellish the storyline.
6. Economy – Using just enough content to tell the story without overloading the viewer.
7. Pacing – The rhythm of the story and how slowly or quickly it progresses.
It can also assist to view the above in a diagramatic form; the following resource is also obtained from The Center for Digital Storytelling. Clicking here will take you to a larger version.
There are many benefits when using software and other resources (such as student work samples) when creating digital stories within the classroom, including:
- Introducing (or developing) students’ skills in utilising various IT programs
- Allowing students to reflect their thoughts to effectively narrate their story about a personal topic
- Developing a sense of self worth through a unique story which results in a rewarding experience for the student
- Challenging creative minds and improving research skills
- Promoting inquiry based learning through the modalities of visual, auditory and kinaesthetic (Storytelling and the Digital Generation, n.d.).
Alaa Sadik, who has written a paper titled Digital Storytelling: a meaningful technology-integrated approach for engaged student learning, provides further perspective on the topic. As cited in Sadik, research (Griest 1996; Hoffman 1997; Mergendollar 1997; Richards 1998) “indicates that in order to achieve meaningful technology integration, learning must be designed from a constructivist approach that encourages students to learn in a social context and help them to develop an ability to readily create new knowledge, solve new problems and employ creativity and critical thinking,” (2008, p. 488). This can be applied to digital storytelling as students need to think outside the square and utilise new skills within the context of the classroom when creating a digital story.
Digital storytelling can “generate interest, attention and motivation in your classroom,” (Nasa PowerPoint, n.d.). It can be introduced as an interactive learning tool, but can effectively be used by both teachers and students for a variety of purposes.
