Reflection 1. Digital Storytelling

Digital Storytelling is the practice of using computer-based tools to tell stories. Most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain mixtures of computer-based images, text, recorded audio narration, video clips and/or music (University of Houston, 2011, p. 1). Digital story telling is an effective activity and can be used as a teaching technique in classrooms for different curriculums and activities.

“When conveying any topic, it is always better understood when it is communicated through the use of multiple senses. Many students find education “boring” because they sit and listen to a teacher for six hours everyday; this is a legitimate concern that educators have been attempting to address through the implementation of multi-genre and multi-sensory activities and the inclusion of technology in their lessons. One of the most popular methods of incorporating these elements into a lesson is through the use of digital storytelling in the classroom” (fioriello, 2010 p. 1).Digital Storytelling can be used in the classroom environment in a range of different ways, one way is the students  can create their own personal stories, or the teacher could create one to teach the children in a new creative effective way.

By incorporating digital storytelling in a classroom environment it will be demonstrating various teaching standards outlined in the Queensland College of teachers framework (Queensland College of Teachers, 2006). An example from this is “design and implement learning experiences that develop language, literacy and numeracy”. As well as “design and implement learning experiences that value diversity” (Queensland College of Teachers, 2006, p.7).

The ‘TPACK framework’ also relates to digital storytelling by outlining the requirements that need to be effective in the classroom; the need for technology, pedagogy,  and content knowledge. The framework discusses how certain technology can be used to build, strengthen or develop knowledge (velasquez, 2010). Overall Digital Storytelling includes the TPACK Framework as it allows students to create a story, either developed from existing knowledge or from researching a topic to build knowledge.

Overall digital storytelling is an effective tool in the classroom; however certain procedures must be taken into consideration when using this tool in a classroom environment. Firstly by giving the students a set of instructions of how to create their movie which will be beneficial to the overall learning experience. Then having a process of a script, storyboard, mode sets and then create it on windows movie maker. This procedure should be followed to make it effective in the classroom. However  to make this activity more beneficial the teacher should give the classroom a large topic and each group should figure out a sub topic to work with, at the end of the lesson each group should share their presentations, giving the students more of a variety of information on that one large topic.

 In conclusion digital storytelling  is a great tool for learning, and enhancing students knowledge. It is a great resource for the students learning development.

References

 1.Queensland College of Teachers. (2006). Professional Standards for Queensland Teachers. Retrieved March 18th, 2011 from Queensland College of Teachers database.

 2. University of Houston. (2011). The Educational Uses of Digital Storytelling. Retrieved 18th March, 2011from
http://digitalstorytelling.coe.uh.edu.

 3. Fioriello, p. (2010). Lessons come alive with digital storytelling. Retrieved March 18th, 2011 from http://kidslearntoblog.com/lessons-come-alive-with-digital-storytelling.

 4.  velasquez, A. (2010). Using the TPACK Framework for Evaluating Tech-Mediated Instruction. Retrieved 18th March, 2011 from http://aea365.org/blog/?p=1232.

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