23
IMPLEMENTATION OF IMPLEMENTATION OF DIGITAL STORYTELLING DIGITAL STORYTELLING IN THE CLASSROOM IN THE CLASSROOM BY BY TEACHERS TRAINED IN TEACHERS TRAINED IN A DIGITAL STORYTELLING A DIGITAL STORYTELLING WORKSHOP (Brief Paper) WORKSHOP (Brief Paper) SITE 2008 SITE 2008 by Bulent Dogan, Ed.D. by Bulent Dogan, Ed.D. and and Dr. Bernard Robin, Ph. D. Dr. Bernard Robin, Ph. D. University of Houston University of Houston 3/5/2008 3/5/2008

Implementing digital storytelling in the classroom ppt

  • Upload
    ljames3

  • View
    1.426

  • Download
    2

Embed Size (px)

DESCRIPTION

 

Citation preview

Page 1: Implementing digital storytelling in the classroom ppt

IMPLEMENTATION OF IMPLEMENTATION OF DIGITAL STORYTELLING DIGITAL STORYTELLING

IN THE CLASSROOM IN THE CLASSROOM BYBY

TEACHERS TRAINED IN TEACHERS TRAINED IN A DIGITAL STORYTELLING A DIGITAL STORYTELLING WORKSHOP (Brief Paper)WORKSHOP (Brief Paper)

SITE 2008SITE 2008by Bulent Dogan, Ed.D.by Bulent Dogan, Ed.D.

and and Dr. Bernard Robin, Ph. D.Dr. Bernard Robin, Ph. D.

University of HoustonUniversity of Houston3/5/20083/5/2008

Page 2: Implementing digital storytelling in the classroom ppt

22

Digital Storytelling (DS)Digital Storytelling (DS)

INTRODUCTION

DS: process of creating a short movieDS: process of creating a short movie

– Script or an original storyScript or an original story– Images, video, music Images, video, music – NarrationNarration– 2-10 minutes2-10 minutes

Some sample uses in educationSome sample uses in education

– Teaching contentTeaching content– Empowering students Empowering students – Teaching writingTeaching writing– Meeting technology standards (Banaszewski, 2002; Salpeter, Meeting technology standards (Banaszewski, 2002; Salpeter,

2005; Weiss, Benmayor, O'Leary & Eynon, 2002).2005; Weiss, Benmayor, O'Leary & Eynon, 2002).

Page 3: Implementing digital storytelling in the classroom ppt

33

The Laboratory for Innovative The Laboratory for Innovative Technology in Education (LITE)Technology in Education (LITE)

INTRODUCTION

Dearth of research on DSDearth of research on DS

LITE workshops at the University of HoustonLITE workshops at the University of Houston

– Elementary, Middle, High school teachersElementary, Middle, High school teachers– Summer 2005Summer 2005– DS and its uses in education.DS and its uses in education.

Goal of the workshops Goal of the workshops

– to introduce educators to DS to introduce educators to DS – to explore how it can be used as an effective teaching tool in their to explore how it can be used as an effective teaching tool in their

classrooms.classrooms.

Page 4: Implementing digital storytelling in the classroom ppt

44

Workshop ObjectivesWorkshop Objectives

INTRODUCTION

Learn about the different types of digital stories.Learn about the different types of digital stories.

Examine the elements of digital stories.Examine the elements of digital stories.

Acquire hands-on experience.Acquire hands-on experience.

How DS can be used to promote 21How DS can be used to promote 21stst century skills. century skills.

Important considerations for educators who want to Important considerations for educators who want to begin integrating DS.begin integrating DS.

Page 5: Implementing digital storytelling in the classroom ppt

55

Purpose of the studyPurpose of the study

INTRODUCTION

To document teachers’ use of DS in the classroom after To document teachers’ use of DS in the classroom after attending the workshop at the UH.attending the workshop at the UH.

Page 6: Implementing digital storytelling in the classroom ppt

66

Research questionsResearch questions1.1. To what extent do teachers trained in the To what extent do teachers trained in the

University of Houston’s DS workshop integrate University of Houston’s DS workshop integrate DS in the classroom? DS in the classroom?

2.2. If they have used digital stories in the If they have used digital stories in the classroom, in what ways have they been used classroom, in what ways have they been used by the teachers? What purpose did teachers by the teachers? What purpose did teachers have in using digital stories in the classroom?have in using digital stories in the classroom?

3.3. If they were not used, what were the barriers If they were not used, what were the barriers that kept teachers from using DS in the that kept teachers from using DS in the classroom?classroom?

INTRODUCTION

Page 7: Implementing digital storytelling in the classroom ppt

77

MethodologyMethodology Research DesignResearch Design ParticipantsParticipants Instrumentation Instrumentation

– Instrument I Instrument I – Instrument IIInstrument II

Data CollectionData Collection Data Analysis ProceduresData Analysis Procedures

METHODOLOGY

Page 8: Implementing digital storytelling in the classroom ppt

88

Results for Research Question 1Results for Research Question 1

RESULTS

77.4% of the participants unaware of DS before the workshop 77.4% of the participants unaware of DS before the workshop

Half of the respondents didn’t use DS in the classroom.Half of the respondents didn’t use DS in the classroom.

How did you use it? Who used it?How did you use it? Who used it?– ““I created my own digital stories” –the most selected responseI created my own digital stories” –the most selected response– ““I used digital stories created by others”I used digital stories created by others”– ““I had my students to create their own” I had my students to create their own”

Frequency: Digital Stories created Frequency: Digital Stories created – By By students- the most frequently usedstudents- the most frequently used– By self and othersBy self and others– By selfBy self

Page 9: Implementing digital storytelling in the classroom ppt

99

Interpretations for Research Question IInterpretations for Research Question I

Survey I: Almost all teachers wanted to use DS Survey I: Almost all teachers wanted to use DS

Response rate: 58% Response rate: 58%

Only half of the respondents (in Survey II) used DS in the Only half of the respondents (in Survey II) used DS in the classroom. classroom.

CONCLUSIONS

Page 10: Implementing digital storytelling in the classroom ppt

1010

Results for Research Question 2Results for Research Question 2

Sample usesSample uses

– By studentsBy students Video yearbook,Video yearbook, History fair project,History fair project, Description of field trips taken, Description of field trips taken, Social and science investigations, etc..Social and science investigations, etc..

– By TeachersBy Teachers As opposed to PowerPointAs opposed to PowerPoint Highlighting a time in historyHighlighting a time in history Sharing personal experiencesSharing personal experiences Teaching a subject matterTeaching a subject matter

RESULTS

Page 11: Implementing digital storytelling in the classroom ppt

1111

PurposePurpose

– Perceived use vs. Emerged themesPerceived use vs. Emerged themes

Perceived in Survey IPerceived in Survey I

– “ “teaching a subject or content area” (46%), teaching a subject or content area” (46%),

– ““student projects or presentations” (29%),student projects or presentations” (29%),

– “ “supplement curriculum” (6%).supplement curriculum” (6%).

Emerged Themes in Survey IIEmerged Themes in Survey II

– ““teaching a subject or content area” (50%), teaching a subject or content area” (50%),

– “ “student projects or presentations” (50%),student projects or presentations” (50%),

Results for Research Question 2 (cont’d)Results for Research Question 2 (cont’d)

Page 12: Implementing digital storytelling in the classroom ppt

1212

Results for Research Question 2 (cont’d)Results for Research Question 2 (cont’d)

Perceived vs. Observed impacts on studentsPerceived vs. Observed impacts on students

– Perceived impacts Perceived impacts (Survey I) (Survey I) ““Presentation skills” was rated highest 74.2%.Presentation skills” was rated highest 74.2%. ““Technical skills” were rated to have the least impactTechnical skills” were rated to have the least impact

– Observed impacts Observed impacts (Survey II) (Survey II) ““Increase in technical skills” had the highest mean Increase in technical skills” had the highest mean “ ““ “increase in engagement level” had the second highest meanincrease in engagement level” had the second highest mean Increase in presentation skills” Increase in presentation skills”

RESULTS

Page 13: Implementing digital storytelling in the classroom ppt

1313

Results for Research Question 2 (cont’d)Results for Research Question 2 (cont’d)Further ImplementationFurther Implementation

Types of Digital StoriesTypes of Digital Stories– In Survey IIIn Survey II

Personal or narrative stories (52%)Personal or narrative stories (52%) Stories that inform or instruct (47%)Stories that inform or instruct (47%) Stories that re-tell historical events (35%)Stories that re-tell historical events (35%)

Cross-Curriculum UseCross-Curriculum Use

– All interviewed teachers shared DS with other teachersAll interviewed teachers shared DS with other teachers

RESULTS

Page 14: Implementing digital storytelling in the classroom ppt

1414

Interpretations for Research Question IIInterpretations for Research Question II

Broad range of ideasBroad range of ideas on the use of DS on the use of DS

3 main themes emerged from the data:3 main themes emerged from the data:

– impacts on 21st century skills,impacts on 21st century skills,

– impacts on motivation and engagement level,impacts on motivation and engagement level,

– impacts on special groups of students. impacts on special groups of students.

The creation process of DS and 21st century skillsThe creation process of DS and 21st century skills

CONCLUSIONS

Page 15: Implementing digital storytelling in the classroom ppt

1515

Interpretations for Research Question II (Cont’d)Interpretations for Research Question II (Cont’d)

Technical skills vs. Presentation SkillsTechnical skills vs. Presentation Skills

Possible explanation:Possible explanation:

– Differences between the two survey participants Differences between the two survey participants – observation results observation results

CONCLUSIONS

Page 16: Implementing digital storytelling in the classroom ppt

1616

Results for Research Question 2 (cont’d)Results for Research Question 2 (cont’d)Interview QuestionsInterview Questions

Motivation factor & “Director’s chair” Effect (Banaszewski, 2005; Motivation factor & “Director’s chair” Effect (Banaszewski, 2005; Paull, 2002)Paull, 2002)

Interviewed TeachersInterviewed Teachers

– ““It’s like they’re creating the new Hollywood” It’s like they’re creating the new Hollywood” – ““Getting to use computers and technology” ”21Getting to use computers and technology” ”21stst century kids” century kids” – Chance of self expression: “They were so inspired to create… that they got to Chance of self expression: “They were so inspired to create… that they got to

tell a story about themselves” tell a story about themselves”

Students’ academic performanceStudents’ academic performance

RESULTS

Page 17: Implementing digital storytelling in the classroom ppt

1717

Interpretations for Research Question II (Cont’d)Interpretations for Research Question II (Cont’d)

Impacts of DS on special groups of students (Salpeter, Impacts of DS on special groups of students (Salpeter, 2005; Weiss, 2002).2005; Weiss, 2002).

– Interviewed teachers:Interviewed teachers:

““Students felt more confident about their work.” –Response to an Students felt more confident about their work.” –Response to an open-ended itemopen-ended item

Another teacher: DS for targeted groups of students, such as Another teacher: DS for targeted groups of students, such as students who are new to U.S.students who are new to U.S.

Interviewee #2 saw benefits with his “marginal students”Interviewee #2 saw benefits with his “marginal students”

CONCLUSIONS

Page 18: Implementing digital storytelling in the classroom ppt

1818

Results for Research Question 3Results for Research Question 3BarriersBarriers

Expected problem: “Time issues” Expected problem: “Time issues”

Results: “Access to hardware”Results: “Access to hardware”

Lack of technical assistance and support: No problemLack of technical assistance and support: No problem

Open-ended responsesOpen-ended responses

Interviewed teachers: no major problems.Interviewed teachers: no major problems.

RESULTS

Page 19: Implementing digital storytelling in the classroom ppt

1919

Interpretations for Research Question IIIInterpretations for Research Question III

“ “Time issues” vs. “Access to hardware”Time issues” vs. “Access to hardware”

““Access to software” : also a problemAccess to software” : also a problem

““Lack of technical assistance and support” Lack of technical assistance and support”

– Possibly due to more technologically proficient teachers in Possibly due to more technologically proficient teachers in Survey IISurvey II

CONCLUSIONS

Page 20: Implementing digital storytelling in the classroom ppt

2020

Other results/considerationsOther results/considerations Teaching StyleTeaching Style

– Interviewed teachers Interviewed teachers

Digital Storytelling Outside of the ClassroomDigital Storytelling Outside of the Classroom– Both survey results indicated thisBoth survey results indicated this– Other teachers or family membersOther teachers or family members– potential uses for DS outside of the classroompotential uses for DS outside of the classroom

Digital Stories: Easy to Use, Learn and TeachDigital Stories: Easy to Use, Learn and Teach– One of the 5 themesOne of the 5 themes– easy to create and teach with available resourceseasy to create and teach with available resources

Photo Story 3 Photo Story 3 digital images. digital images.

CONCLUSIONS

Page 21: Implementing digital storytelling in the classroom ppt

2121

Future Potential of DS Future Potential of DS Future Potential in K-12Future Potential in K-12

Implementation of DS depends on Implementation of DS depends on – access to technology, access to technology, – proper training of the users, proper training of the users, – and on-going technical support. and on-going technical support.

Remarkable FEATURES about DS:Remarkable FEATURES about DS:– creates motivationcreates motivation– draws attention easily draws attention easily

Motivating factorsMotivating factors– director’s chair effect , director’s chair effect , – the chance for self expression, the chance for self expression, – opportunity to use computers opportunity to use computers

CONCLUSIONS

Page 22: Implementing digital storytelling in the classroom ppt

2222

Future ResearchFuture Research Lack of structured research on DS in classroomLack of structured research on DS in classroom

General consensus: positive reviews from educators.General consensus: positive reviews from educators.

Effective and broad research studies on various aspects of Effective and broad research studies on various aspects of DS is neededDS is needed

Page 23: Implementing digital storytelling in the classroom ppt

2323

THANK YOU!THANK YOU! Email: Email: [email protected]@ssttx.org

– For more information For more information – a copy of detailed power point version of a copy of detailed power point version of

this presentation this presentation – Research ideas and projectsResearch ideas and projects

Email: Email: [email protected]@uh.edu