Digital Storytelling in Response to

the Common Core Standards in

English Language Arts:

A Case Study of Two Middle

Grades Classrooms

Ellen A. Maddin, Ed. D.

Northern Kentucky University

Study Purpose

An investigation of teacher practice using digital

storytelling as an instructional approach to the new

English language arts standards.

The researcher followed the work of two middle school

language arts teachers over a six-week period through

their initial planning, implementation, and assessment

of student-created digital stories within a unit of

instruction centered on S.E. Hinton’s novel, The

Outsiders (1967).

Students’ work focused on analysis of theme,

characterization, conflict or setting in the novel.

Research Questions

1. How do teachers approach instructional planning for a reading/writing unit that incorporates digital storytelling?

2. What instructional strategies do teachers use in a reading/writing unit that incorporates digital storytelling?

3. How do teachers help students acquire the technology skills needed to produce a digital story?

4. How do teachers monitor and assess student learning during and after a unit on digital storytelling?

5. What are the challenges of implementing a reading/writing unit that incorporates digital storytelling?

Relevant Literature

The process of researching, planning and producing a digital story:

Encourages reflection (Jenkins &Lonsdale, 2007; Genereux & Thompson, 2008; Sandars & Murray, 2009)

Improves reading and writing (Gregory & Steelman, 2008; Kajder, 2004; Sylvester & Greenidge, 2010)

Increases understanding of content (Sadik, 2008)

Facilitates critical thinking (Borneman & Gibson, 2011)

Helps learners to construct meaning (Rossiter & Garcia, 2010)

Relevant Literature

Digital storytelling is an integrative medium, requiring a blend of oral, written, art, and digital skills that improve literacy and expression in all areas (Ohler, 2008)

The process of constructing a digital story is parallel to the writing process (Fries-Gaither, 2010)

Student-centered learning environments are compatible with the use of computers in the classroom (Chen, Calinger, Howard, & Oskorus, 2008; Pitler, Hubbell, Kuhn, & Malenoski, 2007; Prensky, 2010)

Propositions

Use of the Internet (for pedagogical support) poses

unique challenges as teachers anticipate, monitor

and assess student learning (Wallace, 2004)

Even with extensive planning and preparation,

teachers face many “unknowns” when teaching

with the Internet (Wallace, 2004)

Teachers beliefs about how people learn influence

the environment they create to help students

acquire technology skills. ( Levin and Wadmany,

2008)

Case Study Strategy (Yin, 2003)

Element

Description The study’s question, Which of the questions – ‘who’, ‘what’, ‘where’,

‘how’ and ‘why’ - are to be answered? The

‘how’ and ‘why’ questions are most appropriate

for the case study strategy. Its propositions, if any, What are the possible outcomes of the

research? Which outcomes does the

investigator expect? Its unit(s) of analysis, Which is the object/phenomenon under

investigation? The logic linking the data to the

propositions, and Which techniques will be employed to analyze

collected evidence and compare it to the

study’s propositions? The criteria for interpreting the

findings. Which measures help considering if the

findings support the propositions made?

Methodology

Qualitative approach

Descriptive case study (how, what and why

questions)

Propositions (literature, Wallace’s theoretical

framework)

Triangulation

Interview Guide

Classroom Observation Guide

Wiki spaces for teachers and students

Artifacts of teaching and learning

Study Setting

Suburban, mid-western middle school, serving

grades 6-8

Two grade seven English Language Arts

Classrooms

238 students, mixed ability levels

Teaming concept for planning, scheduling and

instructional delivery

Flexible block schedule

One-to-one (BYOD) laptop initiative

Pedagogical Context

Student projects focused on analysis of theme, characterization, conflict or setting in the novel.

In addition to using digital storytelling software, students worked independently and collaboratively using the Internet, a wiki site, Google Docs, Schoology, Zotero, Symbaloo, and TodaysMeet.

Data Collection

Three-part semi-structured interviews with teacher

participants to capture insights at each phase of the

project

Notes and video footage from nine classroom

observations

Notes from informal conversations with teachers and

students; relevant correspondence between the

teachers

Teacher-created artifacts

Student work in progress, collaborative/peer review

environments, and students’ final digital stories.

Teacher Interview Guide

PART I: Interview to be conducted at the onset of the research (during the teacher’s planning phase).

Research Question: How do teachers approach instructional planning for a reading/writing unit that incorporates digital storytelling?

What are the learning objectives for the unit you are currently designing?

What are some of the things you must consider when you are planning a new unit in which technology will be integrated?

What made digital storytelling an appealing component in this unit? (What makes this assignment a “good fit”?)

Were there any special skills you had to learn to prepare for this unit? If so, please explain.

Teacher Interview Guide

PART II: Interview to be conducted during the

implementation of the digital storytelling unit.

Research Question: What instructional strategies do teachers

use in a reading/writing unit that incorporates digital storytelling?

How do you help students get ready for digital storytelling?

• Before reading

• During reading

• After reading

What instructional materials do you use to help students plan

their digital stories?

What resources do you provide to students while they are

working on their digital stories?

Teacher Interview Guide

Describe the learning arrangements you use while students are working on technical aspects of digital storytelling (i.e., independent work, small group, pairs, triads, whole group)

Research Question: How do teachers help students acquire the technology skills needed to produce a digital story?

What kind of help do your students need when they are using technology to create a digital story?

What strategies/techniques have you found to be most successful in providing the help and support that your students need?

Teacher Interview Guide

PART III: Interview to be conducted at the conclusion of the digital storytelling unit.

Research Question: How do teachers monitor and assess student learning during and after a unit on digital storytelling?

How do you ensure that students are staying “on track” while they are working on a digital story project?

How do you evaluate student work at the end of the unit?

Research Question: What are the challenges of implementing a reading/writing unit that incorporates digital storytelling?

What obstacles or challenges did you or your students encounter while working on digital storytelling?

How did you overcome the challenge or resolve the problem?

Classroom Observation Guide

Description of the Physical Environment Room arrangement

Computer area

Placement of computers

Technology supports (i.e., task cards, schedule of student rotation, how-to guides)

Displays of student work

Learning activities Whole group

Small group

Computer

Other

Teacher’s role during computer work

Student Wiki

Google Docs

TodaysMeet

TodaysMeet

Data Analysis Techniques

Descriptive framework – served as a structure for

interpreting the case and aligned with the

research questions

Planning

Implementation

Assessment

Linking data to propositions – focused analysis

allowed researcher to describe/explain phenomena

in terms of existing theoretical frameworks (or

reject those frameworks)

Findings - Planning

Both teachers possessed solid content knowledge and were able to clearly articulate the skills and concepts the unit would address.

Digital storytelling was selected primarily because teachers believed it would motivate and engage learners better than a traditional paper-pencil task.

Learning arrangements (i.e., whole group, independent, pairs small group) were a critical component of planning.

Technology tools were selected to align with learning arrangements.

Findings - Planning

Technology pre-requisite skills were an important

factor in planning (leveraging previously-learned

skills; making time to learn new skills)

Teachers viewed students’ work in concurrent

“layers” – the “book layer” and the “technology

layer”

Findings - Implementation

Storytelling was introduced at the onset of the

novel study; teachers wanted students to have

time to “percolate.”

Teachers integrated planning tools – group

brainstorm, story map, story-board – during the

novel study (Robin’s 70/30 rule).

Wiki and Google Docs allowed students to

collaborate across class periods.

Student work in Google Docs or the wiki space

was immediately available to teachers.

Findings - Implementation

Learning materials were available online; “just-in-

time” technology support.

Team teaching in the larger “Commons” area

allowed teachers to complement one another’s

strengths.

Students were encouraged to work together, to

help one another solve problems, and to share

solutions with the class.

Both teachers were open to learning from/with their

students.

Findings - Assessment

A digital storytelling rubric was used consistently – at the onset of the unit to evaluate models, throughout the unit to inform revision, and to evaluate final products.

There was greater emphasis on formative assessment (the process) than on summative assessment.

Students engaged in self and peer assessment. Peer assessment appeared to be a more compelling force for revision than teacher feedback.

References

Becker, H.J., & Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use (Report No. 7). Irvine, CA: Center for Research on Information Technology and Organizations.

Chen, C., Calinger, M., Howard, B., Oskorus, A. (2008). Design principles for twenty-first century educational technology: Connecting theory and practice. International Journal of Information and Communication Technology Education, 4(4), 19-30.

Common core state standards initiative (2010). Retrieved from http://www.corestandards.org/

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References

Dreon, O., Kerper, R.M., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the You Tube generation. Middle School Journal, 42(5), 4-10.

Fries-Gaither, J. (2010). Digital storytelling supports writing across content areas. Ohio Journal of English Language Arts, 50(1), 9-13.

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References

Hinton, S.E. (1967). The outsiders. New York, NY: Viking Press.

Jenkins, M. & Lonsdale, J. (2007). Evaluating the effectiveness of digital storytelling for student reflection. Proceedings from ascilite Singapore 2007, ICT: Providing choices for learners and learning. Nanyang Technological University, Singapore.

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References

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