DigitalStorytelling_references

Title:: A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement.
Authors:: Chun-Ming Hung¹, hcm@live.htps.tn.edu.tw
Gwo-Jen Hwang², gjhwang.academic@gmail.com
Iwen Huang¹, huangi@mail.nutn.edu.tw
Source:: Journal of Educational Technology & Society; Oct2012, Vol. 15 Issue 4, p368-379, 12p
Abstract:: Although project-based learning is a well-known and widely used instructional strategy, it remains a challenging issue to effectively apply this approach to practical settings for improving the learning performance of students. In this study, a project-based digital storytelling approach is proposed to cope with this problem. With a quasi-experiment, the proposed approach has been applied to a learning activity of a science course in an elementary school. A total of 117 Grade 5 students in an elementary school in southern Taiwan were assigned to an experimental group (N = 60) and a control group (N = 57) to compare the performance of the approach with that of conventional project-based learning. A web-based information-searching system, Meta-Analyzer, was used to enable the students to collect data on the Internet based on the questions raised by the teachers, and Microsoft’s Photo Story was used to help the experimental group develop movies for storytelling based on the collected data. Moreover, several measuring tools, including the science learning motivation scale, the problem-solving competence scale and the science achievement test, were used to collect feedback as well as evaluate the learning performance of the students. The experimental results show that the project-based learning with digital storytelling could effectively enhance the students’ science learning motivation, problem-solving competence, and learning achievement. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 2

Title:: Beyond the School’s Boundaries: PoliCultura, a Large-Scale Digital Storytelling Initiative.
Authors:: Blas, Nicoletta Di¹, nicoletta.diblas@polimi.it
Paolini, Paolo¹, paolo.paolini@polimi.it
Source:: Journal of Educational Technology & Society; Jan2013, Vol. 16 Issue 1, p15-27, 13p
Abstract:: Technologies are changing the way we teach and learn in many respects. A relevant and not yet fully explored aspect is that they can support, even entice, students and teachers to go beyond the school boundaries, in spatial and temporal terms. Teachers and learners can keep in touch and work together, when they are not at school; they can access “the world” via Internet; peer to peer remote cooperation is possible; multimedia possibilities provide an incentive to explore the territory, the features of which can be documented in an effective way; digital content can be accessed, created, refined at any moment, at school and from home. This paper discusses this issue at the light of PoliCultura, a large-scale (20,000 users) digital storytelling initiative at the borders between formal and informal education, in which students and teachers collaboratively create a multimedia story. In order to accomplish this task, they interview experts, visit local institutions, involve their families and the community at large, cooperate through social media with remote peers, working at school as well as from home: in other words, they go “beyond the school’s boundaries”. In doing so, they not only get engaged but they achieve substantial educational benefits. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 3

Title:: Creating, viewing, and assessing: Fluid roles of the student self in digital storytelling.
Authors:: Morris, Rebecca J.¹
Source:: School Libraries Worldwide; Jul2013, Vol. 19 Issue 2, p54-68, 15p, 1 Diagram, 1 Chart
Abstract:: This paper presents findings of a mixed-methods study of students as creators and viewers of digital storytelling projects in the intermediate technology classroom (students ages 9-11) and two middle school libraries (students ages 11-13). The study was designed to investigate how the interactive, participatory roles of listeners in traditional library storytelling might be extended to the digital storytelling space. During the construction of digital storytelling projects, students fluidly and independently shifted roles from creator to “listener-viewer” and back again. These dual roles students assumed as creators and viewers in the formative, or work-in-progress, stage of digital storytelling afford opportunities for self-assessment, a key skill for school librarians to support and teach. [ABSTRACT FROM AUTHOR]; Copyright of School Libraries Worldwide is the property of International Association of School Librarianship and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 4

Title:: Developing cultural responsiveness in environmental design students through digital storytelling and photovoice.
Authors:: Cushing, Debra Flanders¹ debra.cushing@qut.edu.au
Love, Emily Wexler² elove@omni.org
Source:: Journal of Learning Design. 2013Special issue, Vol. 6 Issue 3, p63-74. 12p.
Abstract:: As the Latino population in the United States grows, it will become increasingly important for undergraduate students in environmental design and related disciplines to become more culturally responsive and learn how to understand and address challenges faced by population groups, such as Latino youth. To this end, we involved environmental design undergraduate students at the University of Colorado in a service-learning class to mentor Latino youth in the creation of multimedia narratives using photovoice and digital storytelling techniques. The introduction of technology was used as a bridge between the two groups and to provide a platform for the Latino youth to reveal their community experiences. Based on focus group results, we describe the impact on the undergraduate students and provide recommendations for similar programs that can promote cultural responsiveness through the use of digital technology and prepare environmental design students to work successfully in increasingly diverse communities. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Learning Design is the property of Journal of Learning Design and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Research Complete

Record: 5

Title:: Digital Collaboration to Promote Learning in the Social Studies Classroom.
Authors:: Francis, Raymond W.¹
Davis, Mary Jo¹
Source:: Journal of Social Studies Research; 2013 Conference Proceedings, p183-190, 8p
Abstract:: The article focuses on the use of mobile devices to boost learning during social studies classroom discussion in the U.S. in 2013. Topics discussed include the ability of technology to improve student learning, and the various types of digital collaboration activities such as interactive polling, collaborative wikis and blogs, and digital storytelling. Also mentioned are the audio software and video editing software used in creating a digital story.
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Database:: Education Full Text (H.W. Wilson)

Record: 6

Title:: Digital storytelling and the nature of knowledge.
Authors:: Tan, Michael¹ michael.tan@nie.edu.sg
Lee, Shu-Shing¹
Hung, David¹
Source:: Education & Information Technologies. Sep2014, Vol. 19 Issue 3, p623-635. 13p.
Abstract:: While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for knowledge in the social science, humanities, languages and literacy education, would storytelling pedagogy ‘work’ for the natural sciences, technology, engineering and mathematics classrooms? If so, what may be optimum means to integrate storytelling instruction in these latter kinds of classrooms? In this study, we report on the results of an implementation of digital storytelling in a grade five science classroom. Using what we termed the ‘edu-tainment’ approach, we asked students to design a digital story that communicated a scientific concept embedded within the narrative structure-characters within the narrative would experience the effects of the concept, the quality of the story being proxy indicators of students’ understanding of the scientific concept. We propose that this pedagogical strategy presents a strong challenge to discern students’ understanding, and we also discuss the effect of knowledge forms on the success of this pedagogy. [ABSTRACT FROM AUTHOR]; Copyright of Education & Information Technologies is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Research Complete

Record: 7

Title:: Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study.
Authors:: Yang, Ya-Ting C., yangyt@mail.ncku.edu.tw
Wu, Wan-Chi I.¹
Source:: Computers & Education; Sep2012, Vol. 59 Issue 2, p339-352, 14p
Abstract:: The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English classes. The independent variable was information technology-integrated instruction (ITII) on two different levels – lecture-type ITII (comparison group) and DST (experimental group). Both quantitative and qualitative data were collected, including English achievement and critical thinking scores, questionnaire responses for learning motivation, as well as recordings of student and teacher interviews for evaluating the effectiveness of DST in learning. Descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST participants performed significantly better than lecture-type ITII participants in terms of English achievement, critical thinking, and learning motivation. Interview results highlight the important educational value of DST, as both the instructor and students reported that DST increased students” understanding of course content, willingness to explore, and ability to think critically, factors which are important in preparing students for an ever-changing 21st century. [Copyright &y& Elsevier]; Copyright of Computers & Education is the property of Pergamon Press – An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 8

Title:: Digital Storytelling in a Place-Based Composition Course.
Authors:: Chisholm, James S.¹, james.chisholm@louisville.edu
Trent, Brandie², mrs.brandie.trent@gmail.com
Source:: Journal of Adolescent & Adult Literacy; Dec2013, Vol. 57 Issue 4, p307-318, 12p, 1 Diagram, 1 Chart
Abstract:: Although the study of place in the fields of composition and education has a long and compelling history, the concept has taken on increased importance in today’s digital landscape. As perceptions of places shift, we’re challenged to understand how and which places shape who we are. Due to its potential power to leverage student choice, personal experience, and reflections on identity and to meet the assessment demands of contemporary educational policies, we designed a 10th-grade composition course around the concept of place. In this case study we describe how one high school student-Riley-engaged with the concept of place over the course of an academic trimester. Multimodal analyses of Riley’s digital story illustrate how she engaged in a 21st century literacy practice that demanded her fluency beyond reading and writing print texts to consider how multiple layers of meaning were recast across linguistic, visual, and aural semiotic modes. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Adolescent & Adult Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 9

Title:: Digital Storytelling Supports Writing Across Content Areas.
Authors:: Fries-Gaither, Jessica¹
Source:: Ohio Journal of English Language Arts. 2010, Vol. 50 Issue 1, p9-13. 5p.
Abstract:: In the article, the author discusses the development of digital stories as new form of storytelling in the digital era. She cites her participation in the Digital Storytelling Program of the Ohio State University, as well as the creation of digital stories for K-12 students. She defines digital story as a short piece that combines a narrative in the form of recorded audio, still images or video and music. She also cites the “cookbook” that was developed by the California-based Center for Digital Storytelling to facilitate the use of digital media in telling meaningful stories.
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Database:: Education Research Complete

Record: 10

Title:: Digital storytelling teaching robotics basics.
Authors:: Scandola, Michele^1,2 michele.scandola@univr.it
Fiorini, Paolo¹ paolo.fiorini@univr.it
Source:: Themes in Science & Technology Education. 2013, Vol. 6 Issue 1, p39-49. 11p.
Abstract:: Digital Storytelling (DST) is a powerful tool for teaching complex concepts. DSTs are typically used in the humanities but several papers have shown that they are also a wonderful tool for the sciences because they are more involving, contextualized and can easily lead to deeper understanding. In the classical use of DST the story is the content, while the digital medium is the way of telling it. Our approach is slightly different: the story is not the content but a glue for the main contents, while the digital medium remains the way to tell the story. We propose the use of DST as a means to teach surgeons the basics of robotic surgery, by using a story that should be involving for them, i.e. a surgical operation, within which we will illustrate specific concepts on robotics in surgery. [ABSTRACT FROM AUTHOR]; Copyright of Themes in Science & Technology Education is the property of Themes in Science & Technology Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Research Complete

Record: 11

Title:: Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom.
Authors:: Robin, Bernard R.¹
Source:: Theory Into Practice. Summer2008, Vol. 47 Issue 3, p220-228. 9p. 2 Diagrams, 1 Chart.
Abstract:: Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling. [ABSTRACT FROM AUTHOR]; Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Research Complete

Record: 12

Title:: Digital Storytelling: A Tool for Teaching and Learning in the YouTube Generation.
Authors:: Dreon, Oliver¹ oliver.dreon@millersville.edu
Kerper, Richard M.² richard.kerper@millersville.edu
Landis, Jon³ jonlandis@mac.com
Source:: Middle School Journal. May2011, Vol. 42 Issue 5, p4-10. 7p. 3 Color Photographs, 1 Illustration, 1 Chart.
Abstract:: The article discusses the importance and cultural value of digital storytelling as an educational tool in middle schools. It notes the definition of storytelling which is described as the art of combining narrative with digital media such as images, sound, and video to create a short story. It also highlights Tyler Binkley’s online math video vignettes that teach critcal math skills.
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Database:: Education Research Complete

Record: 13

Title:: Digital Storytelling: Extending the Potential for Struggling Writers.
Authors:: Sylvester, Ruth¹ ruthsylv@poly.usf.edu
Greenidge, Wendy-lou¹ wgreenidge@poly.usf.edu
Source:: Reading Teacher. Dec2009, Vol. 63 Issue 4, p384-395. 12p. 1 Black and White Photograph, 1 Illustration, 3 Charts.
Abstract:: The article presents information about understanding and using digital technologies in the classroom to enhance the learning process. Some of the new literacies used in the classroom that require understanding include technological or computer literacy, visual literacy, media literacy, and information literacy. The article explains the value to students in creating digital stories, stories consisting of still images with a narrated soundtrack. An explanation of the use of digital stories to improve student writing is also presented.
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Database:: Education Research Complete

Record: 14

Title:: Digital Storytelling: Using Technology to Spark Creativity.
Authors:: Tackvic, Charlene¹, CTackvic@somervillenjk12.org
Source:: Educational Forum; Oct2012, Vol. 76 Issue 4, p426-429, 4p
Abstract:: For any curriculum area that entails writing, digital storytelling could transform students’ perceptions of and their actual abilities to express themselves through the written word. The use of two Web sites has helped the students of one school go from staring apprehensively at blank pages to eagerly publishing stories. [ABSTRACT FROM PUBLISHER]; Copyright of Educational Forum is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 15

Title:: Digital Storyworlds: Transmedia Literature in the ELA Classroom.
Authors:: Pullinger, Kate
Havard, Amanda
Hundley, Melanie
Source:: Language Arts; Nov2013, Vol. 91 Issue 2, p126-131, 6p
Abstract:: An interview with authors/educators Kate Pullinger, Amanda Havard, and Melanie Hundley is presented. Topics discussed include transmedia literature, which are literary works that incorporate sound, animation, and video into its narrative, different terms for transmedia, such as new media narratives hypermedia stories, and digital fiction, and the use of transmedia works in English language arts classrooms. The full interview is available as a podcast at http://www.ncte.org/journals/la/podcasts.
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Database:: Education Full Text (H.W. Wilson)

Record: 16

Title:: Empowering Local Women through Technology Training: A Sustainable Income-Generating Model in Hyderabad, India.
Authors:: Literat, Ioana¹
Source:: Journal of Interactive Technology & Pedagogy; Spring2014, Issue 5, p1-23, 23p
Abstract:: In an effort to increase the local sustainability of a digital storytelling program in Indian public schools, the author piloted a professional development program to train young Muslim women and employ them as digital storytelling teachers in all-female public schools in Hyderabad. Drawing on this experience, and on interviews with the trainees and their fellow teachers, this article discusses the elements contributing to a critical participation gap in terms of Muslim women’s acquisition of digital skills, education and employment, and outlines the potential benefits of such locally sustainable training programs. The article concludes by presenting a set of best practices and lessons learned, which will hopefully facilitate a better understanding and implementation of digital training programs for women in Muslim communities. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Interactive Technology & Pedagogy is the property of CUNY Graduate Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 17

Title:: Enhance Nature Exploration with Technology.
Authors:: Holloway, Patricia¹, pat.holloway@mdc.mo.gov
Mahan, Carol¹, carol.mahan@mdc.mo.gov
Source:: Science Scope; Jun2012, Vol. 35 Issue 9, p23-28, 6p
Abstract:: The article discusses how digital storytelling can be used in a science curriculum to increase students’ connection to nature. The project combines science and technology education through digital photography with storytelling and nature. Other topics examined include recommendations for project evaluation, the lack of direct contact with nature in children’s lives, and computer literacy.
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=eft&AN=76592162&site=ehost-live”>Enhance Nature Exploration with Technology.</A>
Database:: Education Full Text (H.W. Wilson)

Record: 18

Title:: Exploring Mental Models of Science Teachers using Digital Storytelling.
Authors:: Moseley, Christine¹
Gdovin, Ralph¹
Jones, Kimberly¹
Source:: Electronic Journal of Science Education; Jan2013, Vol. 17 Issue 1, p1-20, 20p
Abstract:: The article discusses a study on science teachers’ use of several mental models including written narratives, drawings, and digital stories to explore their beliefs about teaching science. It states that the study was participated in by in-service teachers, who were asked to complete a survey, make a digital story, and participate in discussions. It concludes that by examining digital stories revealed the reflective measures in which the teachers are occupied in making their stories.
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=eft&AN=90507238&site=ehost-live”>Exploring Mental Models of Science Teachers using Digital Storytelling.</A>
Database:: Education Full Text (H.W. Wilson)

Record: 19

Title:: From Skepticism and Utilization to Contribution and Growth: Shifting Perspectives on Technology among English Credential Candidates.
Authors:: Hsieh, Betina¹
Source:: California English. Feb2014, Vol. 19 Issue 3, p22-24. 3p.
Abstract:: In this article, the author discusses her experience of introducing English credential candidates who enrolled in her program Reading and Writing in Secondary Schools to technology and digital media. Topics include the students’ negative attitude and skepticism towards the requirement of a social media account for the program, literacy theories, and personal narratives of three students-Heather, Yuri and Audrey-of engaging in technology-based literary activities such as digital story writing.
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=94092082&site=ehost-live”>From Skepticism and Utilization to Contribution and Growth: Shifting Perspectives on Technology among English Credential Candidates.</A>
Database:: Education Research Complete

Record: 20

Title:: ICT USE IN EARLY CHILDHOOD EDUCATION: STORYTELLING.
Authors:: Toki, Eugenia I.¹
Pange, Jenny¹
Source:: Bridges / Tiltai. 2014, Vol. 66 Issue 1, p183-192. 10p.
Abstract (English):: The aim of this study is to investigate the ICT use by pre-service preschool teachers and pre-service speech and language therapists in developing their digital case of a storytelling. Students were stimulated to use various multimedia editing and authoring tools. The research questions concern the students’ accomplishments on integrating technology in digital storytelling and the effectiveness of that learning environment they created. The results revealed a difference by implying that not only the learning theory and the teaching practices but also the content, the structure and the nature of the course together with the social interactions play an important role on how people learn and develop their skills. The results revealed that students of both departments overall accomplished very good project outcomes in digital storytelling meeting technical and pedagogical criteria. Finally similarities and differences of the students’ approaches in the digital storytelling development are discussed and concluded in the demands of modern information society. [ABSTRACT FROM AUTHOR]
Abstract (Lithuanian):: Informacinės komunikacinės technologijos (IKT) vis dažniau taikomos integruojant jas į ugdymo programas ir kuriant mokymosi aplinką ikimokykliniame ugdyme. Šiuo tyrimu siekta išnagrinėti, kaip taikomos IKT rengiant ikimokyklinio udgymo pedagogus ir kalbos terapeutus (logopedus). Studentai skatinti naudoti įvairius multimedijos kūrimo ir redagavimo įrankius. Tyrimo klausimai buvo susiję su tuo, kaip studentams pasisekė integruoti technologijas į skaitmeninius pasakojimus ir sukurti veiksmingą mokymosi aplinką. Rezultatai parodė, kad ne tik teorija ir praktika, bet ir turinys bei pobūdis kartu su socialine interakcija vaidina svarbų vaidmenį žmonių mokymosi ir gebėjimų vystymosi procese. Abiejų programų studentai pademonstravo labai gerus skaitmeninio pasakojimo projekto rezultatus, vertinant juos pagal technologinius ir pedagoginius kriterijus. Studentų rezultatų panašumas ir skirtumai aptariami ir apibendrinami iš modernios informacinės visuomenės pozicijų. [ABSTRACT FROM AUTHOR]; Copyright of Bridges / Tiltai is the property of Tiltai and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=96373054&site=ehost-live”>ICT USE IN EARLY CHILDHOOD EDUCATION: STORYTELLING.</A>
Database:: Education Research Complete

Record: 21

Title:: Integrating the iPod Touch in K-12 Education: Visions and Vices.
Authors:: BANISTER, SAVILLA¹ sbanist@bgsu.edu
Source:: Computers in the Schools. Apr-Jun2010, Vol. 27 Issue 2, p121-131. 11p. 3 Charts.
Document Type:: Article
Subject Terms:: *IPOD (Digital music player)
*CURRICULA (Courses of study)
*MOBILE communication systems in education
*WEB-based user interfaces
*LEARNING
*COMPUTER assisted instruction
Author-Supplied Keywords:: education
iPad
iPod
mobile learning
Web apps
Abstract:: Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K-12 teaching and learning might be energized by such devices. This paper summarizes the research-to-date on mobile learning for K-12 students, and then delineates specific features and applications available on the iPod Touch that might impact student learning across the curricula. Finally, caveats are offered regarding the introduction and assimilation of these handheld computers into K-12 schools. [ABSTRACT FROM AUTHOR]; Copyright of Computers in the Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:: ¹Bowling Green State University, Bowling Green, Ohio, USA
ISSN:: 0738-0569
DOI:: 10.1080/07380561003801590
Accession Number:: 51095461
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Database:: Academic Search Complete

Record: 22

Title:: Interactive Digital Storytelling with Refugee Children.
Authors:: Emert, Toby¹
Source:: Language Arts; Jul2014, Vol. 91 Issue 6, p401-415, 15p
Abstract:: The article describes how students, who resettled due to their refugee status, created an interactive digital story, that allows readers to make decisions about plot divergences in the narrative. Topics discussed include project background, digital storytelling as an appropriate strategy for literacy enhancement of refugee students as it allows them to show academic strengths, and progress made by the students despite the assigned task not being in their home language.
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Database:: Education Full Text (H.W. Wilson)

Record: 23

Title:: Investigating the Activities of Children toward a Smart Storytelling Toy.
Authors:: Kara, Nuri¹, nkara@metu.edu.tr
Aydin, Cansu Cigdem², cansu@atilim.edu.tr
Cagiltay, Kursat¹, kursat@metu.edu.tr
Source:: Journal of Educational Technology & Society; Jan2013, Vol. 16 Issue 1, p28-43, 16p
Abstract:: This paper introduces StoryTech, a smart storytelling toy that features a virtual space, which includes computer based graphics and characters, and a real space, which includes plush toys, background cards, and a communication interface. When children put real objects on the receiver panel, the computer program shows related backgrounds and characters on the screen. StoryTech encourages children to produce their own stories. Empirical research with a total of 90 children indicated that StoryTech contributed to narrative activities of children and made a positive impact on their creativity. The paper also focuses on the attributes, design, and development process of StoryTech. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 24

Title:: Language learning through a lens: The case for digital storytelling in the second language classroom.
Authors:: Santos Green, Lucy¹
Source:: School Libraries Worldwide; Jul2013, Vol. 19 Issue 2, p23-36, 14p, 2 Charts
Abstract:: The art of storytelling is still a crucial component in many school library programs. By tapping into this expansive tradition and integrating web 2.0 digital story technologies, librarians are able to collaborate with English as a Second Language Teachers in order to design student-centered digital story projects. This transformative use of technology within the framework of social constructionism motivates language students to focus on the contextual use of language rather than basic vocabulary development. The case for digital storytelling is built on an intersection of secondary language acquisition theory, language learning pedagogical understandings and instructional strategies. [ABSTRACT FROM AUTHOR]; Copyright of School Libraries Worldwide is the property of International Association of School Librarianship and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=eft&AN=92009070&site=ehost-live”>Language learning through a lens: The case for digital storytelling in the second language classroom.</A>
Database:: Education Full Text (H.W. Wilson)

Record: 25

Title:: Latino/a Students and the Power of Digital Storytelling.
Authors:: Nuñez-Janes, Mariela¹, Mariela.Nunez-Janes@unt.edu
Re Cruz, Alicia¹, Alicia.ReCruz@unt.edu
Source:: Radical Pedagogy; Summer2013, Vol. 10 Issue 2, p3-3, 1p
Abstract:: This paper discusses the pedagogical and methodological relevance of digital storytelling for Latino/a education. Challenges to deficit based approaches of Latino/a schooling support the development of culturally relevant teaching practices that include the funds of knowledge of Latino/a families. We provide an analysis of a digital storytelling workshop and the stories of a Latino high school student and a Latina college student in order to illustrate the cultural relevance of media technology in the education of Latino/a youth. We argue that a digital storytelling praxis can be used as a pedagogical tool to research and transform the educational lives of Latino/a students. [ABSTRACT FROM AUTHOR]; Copyright of Radical Pedagogy is the property of Athabasca University – Radical Pedagogy, Theory & Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=eft&AN=92684478&site=ehost-live”>Latino/a Students and the Power of Digital Storytelling.</A>
Database:: Education Full Text (H.W. Wilson)

Record: 26

Title:: LEARNING THROUGH NARRATIVES: THE IMPACT OF DIGITAL STORYTELLING ON INTERGENERATIONAL RELATIONSHIPS.
Authors:: Flottemesch, Kim¹
Source:: Academy of Educational Leadership Journal; 2013, Vol. 17 Issue 3, p53-60, 8p
Abstract:: Narrative theory and narrative performance theory is often used as a theoretical framework for exploring and understanding how intergenerational storytelling builds relationships within a family unit. Multimedia digital storytelling (DST) is increasingly used as a means to capture and reproduce community and family stories while engaging students through various learning styles and modalities. However, the story is frequently only a small part of the total learning from this process. The totality of learning, or the “narrative of knowing” (McAdams, 2006), is created through a participatory exchange between narrator and listener. The narrative of knowing encompasses technical and storytelling skill transfer between participants during the process and building relationship between participants. By discussing DST projects from an undergraduate Family Communication course, this article highlights the process of relationship building and the pedagogical concerns of training students to carry out research using the narrative approach in conjunction with DST in an intergenerational context. The author discusses students’ projects and how intergenerational relationships were strengthened through the use of DST. [ABSTRACT FROM AUTHOR]; Copyright of Academy of Educational Leadership Journal is the property of Jordan Whitney Enterprises, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 27

Title:: Multimodal Composing in Digital Storytelling.
Authors:: Yang, Yu-Feng (Diana)¹, diana_wsu@hotmail.com
Source:: Computers & Composition; Sep2012, Vol. 29 Issue 3, p221-238, 18p
Abstract:: Abstract: This study explores English language learners’ crafting process of a digital storytelling project in an instructional setting. By analyzing two English language learners’ digital storytelling projects and their personal crafting narratives, the researcher reports how these learners approach multimodal digital story composing, construct hybrid texts to deliver their messages, and assign meanings to the semiotic resources used in their digital story through Gunther Kress’ (2003) notion of design. Three major findings are reported in this study. First, participants approached the development of multimodal digital storytelling with the creation of a hybrid text, and with dialogic orchestration of multimodal resources. Second, participants’ digital story design and orchestration of multimodal resources were guided by author intents. Third, the study participants experienced imagination and re-imagination when assigning meaning to the semiotic resources used in their digital story. The incorporation of digital story composing narratives allows the researcher to develop deep understanding about multimodal designers’ thinking process in constructing their digital stories. The findings of this study, illustrating the complex process of multimodal composing, are discussed in relation to learners’ employment of multimodal resources, Kress’ (2003) notion of design, and Leo van Lier”s (2004) notion of affordance. [Copyright &y& Elsevier]; Copyright of Computers & Composition is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 28

Title:: Participation as art.
Authors:: Nicholson, Helen¹
Source:: Research in Drama Education. Feb2013, Vol. 18 Issue 1, p1-3. 3p.
Abstract:: An introduction is presented in which the editor discusses various reports within the issue on topics including drama education and applied theatre, digital storytelling, and the relationship between social exchange and an aesthetic event.
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=85751082&site=ehost-live”>Participation as art.</A>
Database:: Education Research Complete

Record: 29

Title:: Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program.
Authors:: Angay-Crowder, Tuba¹
Jayoung Choi²
Youngjoo Yi³
Source:: TESL Canada Journal; Spring2013, Vol. 30 Issue 2, p36-45, 10p
Abstract (English):: In this article we demonstrate how we created a context in which digital storytelling was designed and implemented to teach multilingual middle school students in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) in the Digital Storytelling classroom, we designed tasks and activities that were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice) in order to engage the students in exploring their multiple literacies and identities by using multiple semiotic modes and resources (e.g., texts, images, and sounds). Our digital storytelling lessons show that multiliteracies practices can be a powerful venue for second-language learners and teachers. We further discuss how multiliteracies practices like digital storytelling can be adapted to other educational contexts [ABSTRACT FROM AUTHOR]
Abstract (French):: Dans cet article, nous expliquons la conception et la mise en oeuvre d’une narration numérique pour enseigner à des élèves plurilingues à l’élémentaire dans le cadre d’un programme d’été parrainé par un organisme local à but non-lucratif, la Latin American Association, dans une ville du sud-est des États-Unis. Pendant la mise en oeuvre de la notion de littératies multiples (New London Group, 1996), nous avons conçu des tâches et des activités conformes aux quatre composantes d’une pédagogie axée sur les littératies multiples (c.-à-d., une pratique localisée, une pédagogie ouverte, un encadrement critique et une pratique transformative) de sorte à engager les élèves dans l’exploration de leurs littératies et leurs identités multiples par l’emploi d’une diversité de modes sémiotiques et de ressources (par ex. textes, images, sons). Nos leçons basées sur la narration numérique démontrent que les pratiques axées sur les littératies multiples peuvent constituer de puissants outils pour les apprenants et les enseignants en langue seconde. Nous terminons par une discussion des possibilités d’adapter les pratiques axées sur les littératies multiples, comme la narration numérique, à d’autres contextes pédagogiques. [ABSTRACT FROM AUTHOR]; Copyright of TESL Canada Journal is the property of TESL Canada Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 30

Title:: Selves, Lives, and Videotape: Leveraging Self-Revelation through Narrative Pedagogy.
Authors:: Reeves, Alison G.¹
Source:: New Directions for Teaching & Learning. Fall2013, Vol. 2013 Issue 135, p55-60. 6p.
Abstract:: This chapter describes the process and outcomes that follow from inviting students to explore deeper aspects of themselves through digital storytelling. [ABSTRACT FROM AUTHOR]; Copyright of New Directions for Teaching & Learning is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Research Complete

Record: 31

Title:: Sites of possibility: applied theatre and digital storytelling with youth.
Authors:: Alrutz, Megan¹ malrutz@austin.utexas.edu
Source:: Research in Drama Education. Feb2013, Vol. 18 Issue 1, p44-57. 14p.
Abstract:: As a process for engaging marginalised voices in the social/cultural economy of the media, digital storytelling has garnered much attention from media artists, community organisers and scholars since the early 1990s. The practice of digital storytelling, or the making and sharing of personal narratives through recorded voice-overs, digital photography and video, music and/or digitally composed multi-media collages, parallels many aspects of applied drama/theatre; and yet, little scholarship exists around how digital storytelling can and does function as an intentionally facilitated, critical performance practice with young people. This article argues that digital storytelling as an applied theatre praxis can revision the ways we represent and engage young people in society. The author draws on practical examples from an applied theatre project to examine how digital storytelling, as both a creative process and a performance product, functions as a political act of cultural production. She demonstrates how, together, live and mediated performance practices offer young people an opportunity to reflect and archive – (re)vision and (re)construct – complex notions of identity, culture and community. [ABSTRACT FROM PUBLISHER]; Copyright of Research in Drama Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=85751078&site=ehost-live”>Sites of possibility: applied theatre and digital storytelling with youth.</A>
Database:: Education Research Complete

Record: 32

Title:: SONIC CITY.
Authors:: GOULD, MARY RACHEL
Source:: Transformations: The Journal of Inclusive Scholarship & Pedagogy; Spring2013-Winter2014, Vol. 24 Issue 1/2, p85-100, 16p
Abstract:: The article discusses the teaching of digital storytelling, which combines images, text and sound for producers and consumers, and its focus on everyday cultural practices. It describes a 36-hour intensive documentary assignment for students in which the cities of Chicago and St. Louis were turned into experimental cultural research sites. The article notes that integrating digital storytelling into a popular culture course invites students to study how everyday life is practiced.
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=eft&AN=95528151&site=ehost-live”>SONIC CITY.</A>
Database:: Education Full Text (H.W. Wilson)

Record: 33

Title:: Story: International common ground in school librarianship.
Authors:: Everhart, Nancy¹
Source:: School Libraries Worldwide; Jul2013, Vol. 19 Issue 2, following p22-22, 2p
Abstract:: An introduction is presented in which the editor discusses various reports within the issue on topics including a teaching strategy on language development, digital storytelling and narrative research.
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=eft&AN=92009069&site=ehost-live”>Story: International common ground in school librarianship.</A>
Database:: Education Full Text (H.W. Wilson)

Record: 34

Title:: TEACHING EXPOSITORY TEXT STRUCTURES: USING DIGITAL STORYTELLING TECHNIQUES TO MAKE LEARNING EXPLICIT.
Authors:: Wake, Donna Glenn¹
Source:: College Reading Association Yearbook. 2009, Issue 30, p164-188. 25p.
Abstract:: Teachers and preservice teachers are familiar with using storyboards to examine narrative plot structure. However, use of storyboards can easily be transposed to help students examine expository text structure. Coupling storyboards with graphic novels and digital stories can add more power in supporting students’ exploration of expository text. Graphic novels are a visual-textual convention used by teachers to engage students and to teach visual and literacy skills. Digital stories are a visual-audio convention enabling students to explore content using graphics, audio, video animation, and Web publishing. Readers of this article will learn how storyboards, graphic novels, and digital stories can be used to teach expository text structure across content areas to preservice teachers and to younger grade-school students. [ABSTRACT FROM AUTHOR]; Copyright of College Reading Association Yearbook is the property of Association of Literacy Educators & Researchers and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=47096445&site=ehost-live”>TEACHING EXPOSITORY TEXT STRUCTURES: USING DIGITAL STORYTELLING TECHNIQUES TO MAKE LEARNING EXPLICIT.</A>
Database:: Education Research Complete

Record: 35

Title:: Telling tales in and out of school: youth performativities with digital storytelling.
Authors:: Wales, Prue¹ prudence.wales@nie.edu.sg
Source:: Research in Drama Education. Nov2012, Vol. 17 Issue 4, p535-552. 18p.
Abstract:: This article examines the performativities of three marginalised ‘at risk’ youth who participated in a longitudinal digital storytelling project undertaken in formal and informal settings in Singapore. Seeking to foster young people’s agency, identity and multiple literacies, the three and one half year project developed a range of digital storytelling workshops to engage young people’s creativity and expressions of self within a community of authors of digital texts. This article articulates the ways in which the project provided three young people with a platform from which to explore and play with a range of performative identities through the construction of digital and virtual personas and considers some of the possible implications for educators. [ABSTRACT FROM PUBLISHER]; Copyright of Research in Drama Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=82719345&site=ehost-live”>Telling tales in and out of school: youth performativities with digital storytelling.</A>
Database:: Education Research Complete

Record: 36

Title:: The case of design-oriented pedagogy: What students’ digital video stories say about emerging learning ecosystems.
Authors:: Anu, Liljeström¹ anu.liljestrom@uef.fi
Jorma, Enkenberg¹ jeeberg@gmail.com
Sinikka, Pöllänen¹ sinikka.pollanen@uef.fi
Source:: Education & Information Technologies. Sep2014, Vol. 19 Issue 3, p583-601. 19p.
Abstract:: This paper presents a case study in which multi-age students (aged 6-12, N = 32) in small groups made autonomous inquiries about the phenomenon of winter fishing within the framework of design-oriented pedagogy. The research analyzed storytelling videos that the students produced as learning objects. These videos revealed a picture of the developed learning process and influence afforded and emerged learning ecosystem on it. The research question was as follow: What do the digital stories reveal about the emerged learning ecosystem and learning processes? The qualitative content analysis of the videos’ structure, students’ commentary, and descriptions of the implemented activities revealed that each small group constructed its own niche in the learning ecosystem. By self-organizing and utilizing the afforded community, technology, and information resources, the students constructed their own interpretations of their chosen research tasks and related inquiries. Based on the findings, we argue that such inquiry-driven learning tasks and afforded learning resources guide students to search for strategic types of knowledge to understand the given phenomena and communicate their complex study processes. The study confirms that students’ agency in design-oriented pedagogy will resemble that expected of 21st-century learners. Moreover, young children (from the age of 6) can participate and become active community members in the co-developed learning process and in the creation of local knowledge in the form of storytelling. [ABSTRACT FROM AUTHOR]; Copyright of Education & Information Technologies is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=97029505&site=ehost-live”>The case of design-oriented pedagogy: What students’ digital video stories say about emerging learning ecosystems.</A>
Database:: Education Research Complete

Record: 37

Title:: trigonometry comes alive through DIGITAL STORYTELLING.
Authors:: Goul, Doug
Schmidt, Denise A.
Source:: Mathematics Teacher. Nov2010, Vol. 104 Issue 4, p296-301. 6p. 2 Color Photographs.
Abstract:: The article describes the digital storytelling project in which high school geometry students apply their mathematics skills to solve real-life trigonometry problems. In this project, students include video or still pictures and a recorded narration which tell the problem’s story. The students also provide a solution to the trigonometry problem as the conclusion to their digital story.
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=54998854&site=ehost-live”>trigonometry comes alive through DIGITAL STORYTELLING.</A>
Database:: Education Research Complete

Record: 38

Title:: Using Digital Counterstories as Multimodal Pedagogy among South African Pre-service Student Educators to produce Stories of Resistance.
Authors:: Gachago, Daniela¹ gachagod@cput.ac.za
Cronje, Franci¹ franci.cronje@gmail.com
Ivala, Eunice¹ ivalae@cput.ac.za
Condy, Janet¹ condyj@cput.ac.za
Chigona, Agnes¹ chigonaa@cput.ac.za
Source:: Electronic Journal of e-Learning. 2014, Vol. 12 Issue 1, p29-42. 14p.
Abstract:: While digital storytelling has entered higher education as a vehicle to reflect on issues of identity and difference, there is a paucity of research framed by a critical perspective unpacking underlying power structures in the classroom. This study reports on an ongoing project in a South African pre-service Teacher Education course in which final-year students reflected in the form of digital stories on the notion of difference and how it affected their journey to becoming a teacher. Drawing on theories of resistance, counterstorytelling and multimodality, five of these digital stories, students’ reflective essays and discussions in a focus group were analysed to investigate types of resistance in students’ narratives, their perceptions of the functions of counterstorytelling, and what multimodal analysis of these stories could tell us about the relationship of students’ identities, their choice of modes and their learning. Results of the study showed students’ intent to develop so-called ‘counterstories’, defined as stories that challenge social and racial injustice, which are usually not heard in education. Students also perceived telling of counterstories as useful to building communities among marginalised students, acting as model stories, providing an alternative window into the world of students of colour and a space for healing. While only one story could be defined as portraying ‘transformational resistance’, carrying the highest potential for social change, others were important documents of disadvantaged students’ fight for survival, and might well challenge some of the existing power structures in their classroom. Multimodal analysis of the stories revealed contradictory elements, highlighting the difficulty for students to resist dominant discourses, but also showing the increasing (conscious or unconscious) emotional audience manipulation evidenced in production of digital stories by the more privileged students. We suggest that engaging students in multimodal analysis of their own stories could facilitate a nuanced conversation on consciously and unconsciously held beliefs and assumptions, as well as an awareness of themselves that may lead to questioning the dominant discourse they have been socialised in. [ABSTRACT FROM AUTHOR]; Copyright of Electronic Journal of e-Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=ehh&AN=95292658&site=ehost-live”>Using Digital Counterstories as Multimodal Pedagogy among South African Pre-service Student Educators to produce Stories of Resistance.</A>
Database:: Education Research Complete

Record: 39

Title:: USING DIGITAL STORY PROJECTS TO HELP STUDENTS IMPROVE IN READING AND WRITING.
Authors:: MORGAN, HANI
Source:: Reading Improvement; Spring2014, Vol. 51 Issue 1, p20-26, 7p
Abstract:: Today’s students live in a world that has been transformed by technology, and they are often referred to as “digital natives” because their exposure to digital resources begins at birth. The increased exposure to technology has changed the way students respond to instruction and has led to a new need for teachers to integrate digital resources in the curriculum. Unfortunately, some teachers do not use enough digital resources for students to derive the full benefits of technology. One easy way to avoid this problem is by assigning students projects requiring the creation of digital stories. This article discusses why it is important for teachers to use digital resources and how digital storytelling projects can be used to help students improve in reading and writing. Resources are included to help instructors implement digital storytelling projects, and the article discusses how to overcome common obstacles when using this teaching strategy. [ABSTRACT FROM AUTHOR]; Copyright of Reading Improvement is the property of Project Innovation, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 40

Title:: Using Digital Storytelling in Teacher Learning: Weaving Together Common Threads.
Authors:: Hodge, Lynn L.¹
Wright, Vivian H.²
Source:: Journal of Technology Integration in the Classroom. Spring2010, Vol. 2 Issue 1, p25-37. 13p.
Abstract:: In this paper, we draw on two projects that highlight the versatility, strengths, and challenges of digital storytelling as an instructional tool and a research tool. The first project investigates digital storytelling as a way to capture preservice teachers’ learning in a social studies methods course. The second project describes an investigation conducted in a mathematics methods course and how digital storytelling contributes to broader views of mathematics and mathematical competence. We discuss the details of these two projects, the relationships and significant differences, and their implications for teacher education. In doing so, we elaborate on the themes of identity and community. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Technology Integration in the Classroom is the property of Journal of Technology Integration in the Classroom and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Research Complete

Record: 41

Title:: Using Digital Storytelling to Engage Student Learning.
Authors:: Suwardy, Themin¹ tsuwardy@smu.edu.sg
Pan, Gary¹
Seow, Poh-Sun¹
Source:: Accounting Education. Apr2013, Vol. 22 Issue 2, p109-124. 16p. 15 Color Photographs, 1 Illustration, 1 Chart.
Abstract:: No one really knows what the first story ever told in human history was, but storytelling is an art that spans many civilizations and cultures, and continues to be a major part of our modern lives. More recently, storytelling has gone digital with advances in technology and connectivity. Educators have also rediscovered how storytelling can be an effective teaching pedagogy for engaged student learning. A digital story can engage students’ visual and auditory senses in a way that the written word alone cannot. This article describes such an effort. The Movie-Door-2-Door.com (MD2D) is a digital story spanning 12 episodes. The story revolves around three young business graduates who started their own business and discovered the role of financial information in managing a business along the way. An independent survey by the University’s teaching unit showed that the use of such digital stories can be an appropriate pedagogy to help student contextualize accounting and its role in helping management make decisions. The first four episodes of the MD2D digital story are available for viewing atwww.research.smu.edu.sg/faculty/MD2D/. [ABSTRACT FROM AUTHOR]; Copyright of Accounting Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Research Complete

Record: 42

Title:: Using digital storytelling to externalise personal knowledge of research processes: The case of a Knowledge Audio repository.
Authors:: Rambe, Patient¹, pjoerambe@gmail.com
Mlambo, Shepherd², shep.mlambo@gmail.com
Source:: Internet & Higher Education; Jul2014, Vol. 22, p11-23, 13p
Abstract:: Abstract: While articulation gap describes skill deficiencies displayed by university entrants emerging from underperforming schools, the high attrition and articulation gap at postgraduate levels demonstrate inadequacies of the entry-level intervention programmes implemented to address these challenges. Since inadequate socialization into postgraduate research and limited supervisor support contribute to the articulation gap and attrition rates at South African universities, digital storytelling (DST) potentially addresses these challenges. DST tends to foreground rigorous research, script writing, collective engagement and public expression of subdued voices to ensure effective participation in higher education. The research explores the potential of DST to externalize personal knowledge among postgraduate students at a South African university. It employs a Knowledge Audio Repository (KAR) for the generation and archiving of knowledge for future access and reuse. Findings suggest that DST is ideal for information generation, collaborative engagement and tracking of the developmental trajectory of postgraduates involved in cognitively-demanding research activities. [Copyright &y& Elsevier]; Copyright of Internet & Higher Education is the property of Elsevier Science Publishing Company, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Database:: Education Full Text (H.W. Wilson)

Record: 43

Title:: Using digital storytelling to unlock student potential.
Authors:: Thesen, Ashley¹
Kara-Soteriou, Julia²
Source:: New England Reading Association Journal. 2011, Vol. 46 Issue 2, p93-100. 8p. 4 Charts.
Abstract:: The article discusses the importance of using computers and digital storytelling in the classroom to unlock student potential. It offers a step-by-step instruction on how to implement the digital storytelling. It adds that digital stories or multimedia storytelling start with text but merges words to images-video and still-and voice-over narration and music.
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Database:: Education Research Complete

Record: 44

Title:: Using multimedia technology to build a community of practice: Pre-service teachers’ and digital storytelling in South Africa.
Authors:: Chigona, Agnes¹
Source:: International Journal of Education & Development using Information & Communication Technology; 2013, Vol. 9 Issue 3, p17-27, 11p
Abstract:: Employing the theory of Community of Practice (CoP), this paper shows how the use of multimedia led a group of pre-service teachers to build a community of practice in the process of completing their individual digital stories for assessment. The paper is focused on a group of diverse pre-service teachers doing their final year at a teacher education institution in Cape Town. The study used a qualitative research approach to collect and analyse data to answer the question: How can the use of multimedia in a diverse classroom lead to building a community of practice. The data were gathered using focus group interviews with the pre-service teachers and also their written reflections on their experience on using multimedia tools to produce digital stories. Analysis of the data collected shows that the use of the multimedia tools in the diverse classroom to develop digital stories and the stories themselves led to the building of a community. The pre-service teachers were able to understand one another hence building the respect and understanding one another’s culture. The pre-service teachers stated that the exposure to the project skilled them somehow to be able to handle multicultural classrooms which they are most likely to be teaching. [ABSTRACT FROM AUTHOR]; Copyright of International Journal of Education & Development using Information & Communication Technology is the property of University of the West Indies Open Campus and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.(Copyright applies to all Abstracts.)
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Cut and Paste:: <A href=”http://0-search.ebscohost.com.library.jcu.edu/login.aspx?direct=true&db=eft&AN=95745570&site=ehost-live”>Using multimedia technology to build a community of practice: Pre-service teachers’ and digital storytelling in South Africa.</A>
Database:: Education Full Text (H.W. Wilson)