Videos
This video describes a process used for digital storytelling and how it can be used in every classroom, whether it is for maths or sciences or language arts or social sciences. This video takes viewers through three stages of the digital storytelling process. This video also describes tools that can be used for digital storytelling. This video would be helpful for someone who is researching digital storytelling and how it can be used in different subject classrooms or someone working in an upper elementary classroom where they teach more than one subject.
Books
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Digital Stories and Their Integration in Early Childhood and Primary Education
by
ISBN: 9781536100167Publication Date: 2016-01-01Editor Biography: Jim Prentzas received the diploma degree in computer engineering and informatics and the MSc and PhD degrees from the Department of Computer Engineering and Informatics, University of Patras, Greece, in 1997, 2001, and 2003, respectively. He is currently an associate professor in the Department of Education Sciences in Early Childhood, School of Education Sciences, Democritus University of Thrace, Greece. His main research interests include artificial intelligence, e-learning and Web applications. He has published more than 70 papers in international journals, edited volumes, and proceedings of conferences and workshops. He has also co-edited two volumes published by an international publisher. He has participated in a number of National and European research projects. Book Description: This book is an edited collection of chapters regarding the integration of digital stories in the classroom, focusing on early childhood and primary education. Storytelling has always been an effective way of teaching all ranges of subjects at all educational levels, especially in early childhood and primary education. Digital storytelling combines the advantages of storytelling and digital tools. Digital stories attract the interest of students and provide them with motives to take part in learning activities in collaboration with their classmates and teachers. They have become a popular resource of Information and Communications Technology (ICT). Digital stories can be a valuable tool to educators. However, as is the case with many ICT resources, teachers need practical ideas about how to integrate them in teaching and learning. This book covers a gap in the international bibliography regarding digital storytelling. It discusses teaching scenarios that exploit digital stories in a wide range of subjects in early childhood and primary education. Subjects covered in teaching scenarios discussed in this book include language, time concepts, music, poetry, social tolerance in multicultural societies, mathematics, environmental issues, foreign language learning, healthy nutrition, mythology and geography. Such a diversity of issues concerning integration of digital stories in early childhood and primary education has not been dealt with in other published books until now. The discussed teaching scenarios involve two- and three-dimensional digital stories implemented with the visual programming tools Scratch and Alice. Scratch is implemented by the Massachusetts Institute of Technology (MIT) and enables the creation of two-dimensional multimedia applications. Alice is implemented by Carnegie Mellon and enables the creation of three-dimensional multimedia applications. Both of these tools are available at no charge and are popular in education throughout the world. The created digital stories have been combined with self-assessment e-activities created with JClic to provide further advantages to students. JClic is a free software tool implemented in Spain that enables the creation of interactive assessment activities addressed to early childhood and elementary education. The book is organized into three main parts and consists of ten chapters. The first part consists of two chapters discussing general background issues concerning storytelling, ICT and digital storytelling in education. The second part consists of four chapters discussing teaching scenarios involving early childhood education. The third part consists of four chapters discussing teaching scenarios regarding primary education. Target Audience: *Early childhood teachers, school teachers as well as academic and teaching staff members of Universities that would like to integrate digital stories in learning and teaching, *Undergraduate/postgraduate students as well as academic and teaching staff members of University Departments educating pre-service and in-service teachers, *Undergraduate/postgraduate students as well as academic and teaching staff members of Computing Departments, *Researchers working in the field of education, educational technology, digital storytelling, multimedia and computing education, *Programmers and researchers developing tools concerning digital storytelling, multimedia and computing education, *Computer Science school teachers who are interested in: (a) teaching students how to create interdisciplinary multimedia applications while learning programming concepts and (b) collaborating with teachers teaching other fields.
Digital Stories and Their Integration in Early Childhood and Primary Education is a resource that can be used by teachers in elementary school classrooms who are looking for a way to integrate digital storytelling into their teaching. This book provides readers with teaching scenarios as well as ideas for integrating digital storytelling into different subjects that they might need to teach their students throughout the school year. This book also contains a chapter on how to use digital storytelling as a teacher of English as a second language. Although this book is targeted towards teachers in Early Childhood and Primary Education, it could also be used by teachers of Secondary Education as a starting point to get ideas of projects that they can modify for the older students.
Articles
This article discusses a project that the author, a fourth and fifth grade teacher, did with his students that used digital storytelling. The author describes how to use this strategy in the classroom with steps to take students through. The author is experienced with this teaching method because he has used it in his classes for several years. This source would be helpful for someone who wants to use digital storytelling in their classroom as the article describes how to use digital storytelling in the classroom with examples. This would also be helpful for someone researching the different parts that go into digital storytelling.
This article is an important source for educators who want to use digital storytelling in their classrooms. Readers can use this source to find examples of projects to do with their students. "Potential Applications of Digital Storytelling in Education" describes how storytelling has been used in education and how it has evolved to include digital storytelling. This article also discusses different types of technology that could be used for digital storytelling. People researching digital storytelling might also use this article as it is more scholarly in nature.
This source is a scholarly article conveying the methods and results of a study that was conducted on the impact of digital storytelling as used in teaching. This source is important for people researching the use of digital storytelling in the classroom because it both describes the history of storytelling as a pedagogical tool, and it describes the impact of digital storytelling in education. The authors describe digital storytelling as a "constructivist approach to learning" (Smeda et al., 2014) and encourages creative problem-solving and collaboration. This article would be more useful for someone researching the effects of digital storytelling than a teacher looking to implement digital storytelling in their classroom.