Implementing digital storytelling in the classroom ppt

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  • 1. IMPLEMENTATION OF DIGITAL STORYTELLING IN THE CLASSROOM BY TEACHERS TRAINED IN A DIGITAL STORYTELLING WORKSHOP (Brief Paper) SITE 2008 by Bulent Dogan, Ed.D. and Dr. Bernard Robin, Ph. D. University of Houston 3/5/2008
  • 2. Digital Storytelling (DS)
    • DS: process of creating a short movie
      • Script or an original story
      • Images, video, music
      • Narration
      • 2-10 minutes
    • Some sample uses in education
      • Teaching content
      • Empowering students
      • Teaching writing
      • Meeting technology standards (Banaszewski, 2002; Salpeter, 2005; Weiss, Benmayor, O'Leary & Eynon, 2002).
    INTRODUCTION
  • 3. The Laboratory for Innovative Technology in Education (LITE)
    • Dearth of research on DS
    • LITE workshops at the University of Houston
      • Elementary, Middle, High school teachers
      • Summer 2005
      • DS and its uses in education.
    • Goal of the workshops
      • to introduce educators to DS
      • to explore how it can be used as an effective teaching tool in their classrooms.
    INTRODUCTION
  • 4. Workshop Objectives
    • Learn about the different types of digital stories.
    • Examine the elements of digital stories.
    • Acquire hands-on experience.
    • How DS can be used to promote 21 st century skills.
    • Important considerations for educators who want to begin integrating DS.
    INTRODUCTION
  • 5. Purpose of the study
    • To document teachers use of DS in the classroom after attending the workshop at the UH.
    INTRODUCTION
  • 6. Research questions
    • To what extent do teachers trained in the University of Houstons DS workshop integrate DS in the classroom?
    • If they have used digital stories in the classroom, in what ways have they been used by the teachers? What purpose did teachers have in using digital stories in the classroom?
    • If they were not used, what were the barriers that kept teachers from using DS in the classroom?
    INTRODUCTION
  • 7. Methodology
    • Research Design
    • Participants
    • Instrumentation
      • Instrument I
      • Instrument II
    • Data Collection
    • Data Analysis Procedures
    METHODOLOGY
  • 8. Results for Research Question 1 RESULTS
    • 77.4% of the participants unaware of DS before the workshop
    • Half of the respondents didnt use DS in the classroom.
    • How did you use it? Who used it?
      • I created my own digital stories the most selected response
      • I used digital stories created by others
      • I had my students to create their own
    • Frequency: Digital Stories created
      • By students- the most frequently used
      • By self and others
      • By self
  • 9. Interpretations for Research Question I
    • Survey I: Almost all teachers wanted to use DS
    • Response rate: 58%
    • Only half of the respondents (in Survey II) used DS in the classroom.
    CONCLUSIONS
  • 10. Results for Research Question 2
    • Sample uses
      • By students
        • Video yearbook,
        • History fair project,
        • Description of field trips taken,
        • Social and science investigations, etc..
      • By Teachers
        • As opposed to PowerPoint
        • Highlighting a time in history
        • Sharing personal experiences
        • Teaching a subject matter
    RESULTS
  • 11.
    • Purpose
      • Perceived use vs. Emerged themes
        • Perceived in Survey I
          • teaching a subject or content area (46%),
          • student projects or presentations (29%),
          • supplement curriculum (6%).
        • Emerged Themes in Survey II
          • teaching a subject or content area (50%),
          • student projects or presentations (50%),
    Results for Research Question 2 (contd)
  • 12. Results for Research Question 2 (contd)
    • Perceived vs. Observed impacts on students
      • Perceived impacts (Survey I)
        • Presentation skills was rated highest 74.2%.
        • Technical skills were rated to have the least impact
      • Observed impacts (Survey II)
        • Increase in technical skills had the highest mean
        • increase in engagement level had the second highest mean
        • Increase in presentation skills
    RESULTS
  • 13. Results for Research Question 2 (contd) Further Implementation
    • Types of Digital Stories
      • In Survey II
        • Personal or narrative stories (52%)
        • Stories that inform or instruct (47%)
        • Stories that re-tell historical events (35%)
    • Cross-Curriculum Use
      • All interviewed teachers shared DS with other teachers
    RESULTS
  • 14. Interpretations for Research Question II
    • Broad range of ideas on the use of DS
    • 3 main themes emerged from the data:
      • impacts on 21st century skills,
      • impacts on motivation and engagement level,
      • impacts on special groups of students.
    • The creation process of DS and 21st century skills
    CONCLUSIONS
  • 15. Interpretations for Research Question II (Contd)
    • Technical skills vs. Presentation Skills
    • Possible explanation:
      • Differences between the two survey participants
      • observation results
    CONCLUSIONS
  • 16. Results for Research Question 2 (contd) Interview Questions
    • Motivation factor & Directors chair Effect (Banaszewski, 2005; Paull, 2002)
    • Interviewed Teachers
      • Its like theyre creating the new Hollywood
      • Getting to use computers and technology 21 st century kids
      • Chance of self expression: They were so inspired to create that they got to tell a story about themselves
    • Students academic performance
    RESULTS
  • 17. Interpretations for Research Question II (Contd)
    • Impacts of DS on special groups of students (Salpeter, 2005; Weiss, 2002).
      • Interviewed teachers:
        • Students felt more confident about their work. Response to an open-ended item
        • Another teacher: DS for targeted groups of students, such as students who are new to U.S.
        • Interviewee #2 saw benefits with his marginal students
    CONCLUSIONS
  • 18. Results for Research Question 3 Barriers
    • Expected problem: Time issues
    • Results: Access to hardware
    • Lack of technical assistance and support: No problem
    • Open-ended responses
    • Interviewed teachers: no major problems.
    RESULTS
  • 19. Interpretations for Research Question III
    • Time issues vs. Access to hardware
    • Access to software : also a problem
    • Lack of technical assistance and support
      • Possibly due to more technologically proficient teachers in Survey II
    CONCLUSIONS
  • 20. Other results/considerations
    • Teaching Style
      • Interviewed teachers
    • Digital Storytelling Outside of the Classroom
      • Both survey results indicated this
      • Other teachers or family members
      • potential uses for DS outside of the classroom
    • Digital Stories: Easy to Use, Learn and Teach
      • One of the 5 themes
      • easy to create and teach with available resources
        • Photo Story 3
        • digital images.
    CONCLUSIONS
  • 21. Future Potential of DS
    • Future Potential in K-12
    • Implementation of DS depends on
      • access to technology,
      • proper training of the users,
      • and on-going technical support.
    • Remarkable FEATURES about DS:
      • creates motivation
      • draws attention easily
    • Motivating factors
      • directors chair effect ,
      • the chance for self expression,
      • opportunity to use computers
    CONCLUSIONS
  • 22. Future Research
    • Lack of structured research on DS in classroom
    • General consensus: positive reviews from educators.
    • Effective and broad research studies on various aspects of DS is needed
  • 23. THANK YOU!
    • Email: [email_address]
      • For more information
      • a copy of detailed power point version of this presentation
      • Research ideas and projects
    • Email: [email_address]