As I was reading about David in 7 things you should know about storytelling, I remembered some of my students for whom the use of technology during mathematics, science or social studies can be a strong motivation to be fully engaged during instruction, to complete projects and to be interested in feedback from the teacher during and after making the digital story. The use of digital stories can be a tool to make curriculum interesting. I also learned about the variety of skills that is offered by digital storytelling (writing, speaking, using technology) and about the broadness of creativity the students have the opportunity to demonstrate.
Regarding the use of digital storytelling in my school, I am not sure whether such instructional method would be possible to conduct as it requires the use of a few technological tools (cameras, computer software, and audio recorders). Also, the argument that digital storytelling will get in conflict with copyright laws might discourage educational leaders from using digital storytelling at other schools.
I can imagine the use of technology in my reading group. Last week one of my students created a puppet play to demonstrate his understanding of the story he read. It was Roald Dahl’s Fantastic Mr. Fox. He does not enjoy writing letters to the author, crating story games, or making a story sandwich because these reading group projects require him to use motor skills and spatial awareness. Writing takes him a plenty of time and the result is not satisfactory. On the other hand, he likes to use technology such as alpha smart or computers to learn and to display the outcomes of his learning. I am sure that creating a digital story including a short exert of his puppet play, music from Roald Dahl’s Mr. Fox movie and exert from the movie, little bit of a biography about Roald Dahl and a little bit of talking about why Dan (pseudonym) likes Roald Dahl would allow Dan to create a project addressing his learning styles and intelligences.
Kamil Rudolf
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