|Type of paper:||Report|
|Categories:||Teaching History Knowledge Electronics|
Storytelling in the era of mathematical, scientific thinking, and logic was often regarded as relevant only for young learners partaking in language arts projects. However, today, storytelling is being resumed. It is being salvaged as a capable device to assist in making sense of the information bombardment in today's world. Storytelling, according to Roger Shanks's brain research, it offers broad subjects by engaging students in giving meaning to facts (Creative Educator, 2019). In this case, for digital storytelling, it has modified private information into enhanced, lasting knowledge. Students today not only learn to live in the story by making information to come out alive emotionally. Students have also learned to explore learned lessons by going beyond to reveal content, thus finding its profound interpretation. The reflection will focus on explaining how and why digital storytelling across the curriculum is of significance.
In the creation of these digital tales, learners can now establish individual 21st-century skills (Creative Educator, 2019). In the exercise, one becomes affluent in skills like oral speaking, creativity, teamwork, technical literacy, and management of projects. Besides, also students can build various digital styles of communication needed in a knowledge community. Consequently, also students learn that in coming up with the content of a good story as digital storytellers, they have to be creators of meaning, thus understand the topic more in-depth. Storytelling capacitates creativity and innovation, whereby writers design data with graphics or music of digital media, it thereby allows a distinct chance to students to bring together media and come up with something new.
Ultimately, it is apparent that digital storytelling enables communication. Students can use the magical power of storytelling via the web and release more stories to the community. However, a point to note is that beyond the curriculum, digital storytelling connects with four ideas. The ideas are tall tales, legends, and myths, docudramas, tasks of description and conclusion, and advertisement. For tall tales and myths, it initially gives a known place to begin. For example, one would be asked to come up with myths of the state of their family or school. On the other hand, for docudramas, it sparks off student to conduct oneself as if they are present in individual events. Digital storytelling also requires learners to describe and conclude and explore a subject. From such storytelling, the dramatist is not only stating facts but personally engages with the topic (Creative Educator, 2019). Also, for digital storytelling to cause an impact, it utilizes the capability of personal appeal together with images and voices. From such a combination, students are compelled to conduct themselves, depending on the lessons learned.
The Constructivist Strategy
For High schoolers, this is the plan of action to use "digital storytelling" convincingly in an ESL class. The approach is an influential learning strategy that overlies the cognitive school of learning. On the contrary, it also distinguishes from its prominence on education that utilizes genuine context and has its basis on the significance of the social aspect of learning. According to Wilson, this facet of learning has students work jointly using resources of information in their controlled aspiration of learning objectives and problem-solving tasks (Smeda, Dakich, & Sharda, 2014).
The strategy in digital storytelling ensures students make an explanation of information learned depending on their vision. It is a strategy that also allows learning surrounding that provides an intentional, active, conversational, reflective, and constructive knowledge. Besides, the approach enables students to establish their perception of the world based on interactions and encounters; as a result, learners spark off a new comprehension by the assembling of knowledge from diverse sources.
The constructivist approach is the strategy to use "digital storytelling" effectively as it combines digital means with advanced learning practices. It eventually builds on students' technical skills facilitating more educational results. Learners as well are motivated and establish a constructivist environment for learning. Consequently, the strategy also facilitates an integrated plan of actions to the development of students' curriculum that attracts students' deep learning.
Stories that Matter
It is of digital storytelling that explains a story by use of computers, thus marrying writings with art. The text has paintings, drawings, videos, and music. From such means of storytelling, students not only learn skills in writing and reading, but also they are motivated to get ready for the digital world. The Chapter goes further to explain what digital storytelling means and reasons to teach it. Digital storytelling is not only stating facts but responds to what pushes the story to progress. It is of significance as ultimately, students are prepared for the future as they learn that they too own stories that matter and need to be told.
The chapter stories that matter can apply to the constructivist approach as it explains of knowledge as an active process. It points one reason digital storytelling is to be taught is that it extensively builds skills essential for the learners to get into the technical world. From the stories having images and paintings inputted into the software, learners get the motivation to enter the digital world.
The constructivist approach portrays learning as a social activity. The same as it is in the Chapter; digital storytelling tends to have students change their perception and that of their classmates. In this strategy, the classroom builds a community; as the reliable writers who may lack the confidence to use computers eventually through social learning build confidence. Students help one another if one cannot use the computer, making the learning a social task.
How Do Writers tell Digital Stories?
From the Chapter, writers do tell digital stories out of imaginations. The text points of elements to include in telling digital stories. The features are; one should have an interesting question to respond to, a clear viewpoint, economy, the impact, power of the voice of the learner, and the art that invokes the tale. In the Chapter, are also examples of digital stories by students and looking at each it depict a distinct aspect. For instance, a tale that commences with a picture of Tyler woodwork shop, all through, the story makes use of the digital story elements. It is a story that has a definite viewpoint, and it teaches readers, thus is informative.
In the implementation of the strategy in the classroom, students can also come up with their digital stories. Digital storytelling arises from imaginations; learners can get stories online and begin to think. It could be by coming up with questions like, what made the story fit or did the story in the beginning grasp readers' attention.
Also, for the strategy to apply, it should ensure the digital story has at least one or two of the elements. It is not necessary that tales have every aspect of digital storytelling facet, but should have one or two factors depending on the time for the story completion or level of ability. An element like having a clear point of view is critical in this strategy for it to be useful in learning in an ESL class.
The Writing Process (Part One)
The Chapter explains the writing process. The process begins with prewriting. It means coming up with topics and let the Centre of attention be on the subjects. The prewriting process would be brainstorming on points either by mapping or free writing. After getting the topic, gather information to use in the stories through research. The Chapter points organization as the key to putting across the information. The writing process as well would need appropriate use of transitions to write the stories.
Similarly to the constructivist approach, the writing process can be applied by giving students tasks of finding topics to focus on before writing. The subjects on digital stories can be of personal narratives, explanations of tales of historical figures that are the attention of the community, or poems on the weather.
The constructivist approach as well points learning as an active process and therefore is the writing process. Implementation would require students' engagement through brainstorming of topics, then research, and organization of information. The organization could be by process description, taking viewers on tour, connecting to an issue, and ultimately finding answers to the problem. In the end of the writing process, use transitions.
The Writing Process (Part Two)
The author of this Chapter gives more insight into the writing process, whereby for digital stories, learners can be made to utilize what they have already learned to make up the tales. The end process of the writing would be finishing. After this, students can locate a quiet place and record pieces of their tales to go jointly with the images.
The finishing process, as like the constructivist approach, will have its implementation call for ensuring students in making up the stories use what they are conversant. The finish process can have students input into the software the images as appropriately as they would want them to be on the stories. Alternatively, if one cannot, then students can help each other to finish with the writing process making learning a social activity.
In executing the finishing process as the constructivist approach, students can also jointly work together to record their narrations in a quiet place. Students can record a piece of the tale and have it go in hand with the image to ease the task.
Standards and Assessment of Digital Storytelling
According to this Chapter is that educational standards note that digital storytelling entails skills that students should know. The Chapter also notes there is a lot of junk the internet holds, and it is the students' task to find only what is essential. In the process of assessing, will involve students' reflection. It helps students gain knowledge to make better their next digital storytelling task. Also, the students eventually gain skills on means to classify and organize data, learn how to take notes, discover how to paraphrase, proofread, and edit stories.
In the application of standards and assessment in digital storytelling as it applies to the constructivist approach. The point is through the gathering of information in the web, what they need is to conduct an extensive evaluation and think deeply about the texts they encounter.
Upon completion of making the digital stories, Students can conduct a reflection of the whole process. Thereby, the information gathered would ensure next time when designing a digital story; it is much better. Alternatively, in the process, learn more.
Creative Educator. (2019). Digital Storytelling. Digital Storytelling Across the Curriculum Find content's deeper meaning. Retrieved from https://creativeeducator.tech4learning.com/v05/articles/Digital_Storytelling_Across_the_Curriculum
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(1). doi: 10.1186/s40561-014-0006-3
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