Digital Storytelling as an Educational Tool

I recently stumbled upon some very, very interesting websites which featured some amazing digital stories, which got me thinking; how can I use this as a learning tool, if at all? This led to me stumbling upon an intriguing article written by Bernard Robin, which outlined the benefits of digital storytelling in the classroom. Robin describes digitally storytelling as creating a story utilising the technologies and capabilities a computer (or other technological device) has to offer, such as the incorporation of video, audio and even interactivity. Benefits of digital storytelling include their cheap production cost (once created, they can be distributed for free online rather than having to pay for printing) and the ability to create a very powerful story in a relatively small amount of time. Because of the ability to create these stories with software either standard on computers or with free downloadable software, anyone with access to a computer can easily create a simple digital story with just a few photos and some text. 

Robin also points out that the incorporation of audio and visual stimulation (through video/images) allows students to retain the information better, due to a reduced “cognitive overload” on the brain (Rudnicki et al, page 3). Robin includes images detailing the construction of a digital story, which can be found at the end of this post. Robin goes on to say that digital stories are effective at engaging students and promoting student discussion, and that the creation of digital stories can provide digital, global, technological, visual and information literacy skills, all of which are vital to living and working in the 21^st century (Howell, 2012; Scardamalia et al, 2010). Creating digital stories may even give students experience in criticising the work of themselves and others, and may provide students with an environment rich in social learning and emotional intelligence (Robin, 2008). Robin paints digital stories as being quite versatile methods of teaching, and having found some very cool, interactive digital stories myself, I can see their potential uses in the classroom. Why have kids read Shakespeare when they can also hear, see and even interact with Shakespeare? Digital stories take the learning out of the boring, pen and paper learning space and place the learning environment in a digital setting, where students are much more comfortable (63% of the teenage population use the internet every day, and 73% use social media (1)). Digital stories could even be viewed on mobile devices, allowing students to access them anywhere, anytime, like at breakfast or before bed. 

References:

(1)- http://www.webwisekids.org/programs-facts-statistics-beseen.html

Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom – Bernard. R. Robin, 2008

New Assessment and Environments for Knowledge Building  - Scardamalia et al, 2010

Teaching With ICT, Jennifer Howell , Oxford University Press, South Melbourne, Victoria, 2012

 The Buzz Continues...The Diffusion of Digital Storytelling across disciplines and colleges at the University of Houston – A.Rudnicki, A.Cozart, A.Ganesh, C.Markello, S.Marsh, S.McNeil, H.Mullins, D.Smith, B.Robin

Mobile Learning in The Classroom

Recently I read some articles about mobile learning using Information and Communications Technology (ICT), and they provided some interesting ways mobile learning might be used in and out of the classroom. Marc Prensky (quoted in Wylie) states that the present day pedagogy is not suitable for present day students because of a lack of ICT, and I believe this to be the case.

The world around us is becoming increasingly digitalised (Howell, 2012) - 20 years ago, I wouldn't have been able to write this blog - and yet our education system has stayed much the same (Scardamalia et al 2010). This is an issue, as the education system should be changing to reflect 21^st century ideals which revolve around the use of technology (Scardamalia et al 2010). Scardamalia then goes on to say that teachers and the pedagogy they use must also change in order to properly utilize technology in the classroom, a point I agree with (I would have used an Interactive Whiteboard like a normal whiteboard before learning of its interactive functionality). But perhaps by changing the equipment used in classrooms, the teaching style will adapt naturally. Some effort to integrate ICT into classrooms has been made, with the Victorian government trialing iPads in high schools (2). The trial found that when using the technology, students were more engaged with the course content and that it enhanced student collaboration (an interesting topic in itself).  Wylie notes the use of Kindles instead of heavy textbooks to be an appealing prospect, and I can appreciate the difference it may make to students lives (I am currently the proud owner of four weighty textbooks myself). But rather than use a kindle to just read books digitally as Wylie said, why not get rid of notepads too? With the implementation of iPads as in some Victorian schools, kids can read the textbook and make their own notes in the ‘book’ as they go along, without having to worry about receiving a fine for vandalising school property (if it is loaned) or reducing the books resale price. Tablet devices like the iPad often feature internet capability, allowing students to use interactive websites on their devices as a way to better engage them. Many things are possible with the use of tablet devices, like making learning an all the time, any time, familiar experience, rather than the six hour days currently spent by students where they are forcefully disconnected from potentially useful social technology due it being a distraction (Wylie). As a pre-service teacher, the concept of children completing small tasks before school while they eat breakfast or after school as they travel home or to extra-curricular activities excites me. Utilizing readily available technology (83% of teens and 31% of Australian children own mobile phones (1)) to make learning a constant process is intriguing to say the least, as it might help to make learning an interesting activity that can occur anywhere, rather than just in the boring confines of a school classroom.

 References:

Mobile Learning Technologies for 21st Century Classrooms- Jonathan Wylie

NEW ASSESSMENTS AND ENVIRONMENTS FOR KNOWLEDGE BUILDING - Marlene Scardamalia, John Bransford, Bob Kozma, and Edys Quellmalz - 2010

Teaching With ICT, - Jennifer Howell, Oxford University Press, South Melbourne, Victoria, 2012

(1)- http://rowanw.wordpress.com/2011/03/31/statistics-about-mobile-phones-usage-in-australia/

(2) - http://www.ipadsforeducation.vic.edu.au/ipad-student-trial/ipads-in-schools

Images;

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwxCm6tsInqy00GOnyGZEu91EOEOIa1Nk3_v7CEwxsuRgX2WOK2nppzIqdq6zRcieYqplcgyh5_bVXypT24j-pGXRf3Z2xeHc0B54A0853KKqVUob7COEA7ZzN6MNR0Cae6LbHx_dWdMA/s400/mobiles.jpg