Running head: DIGITAL STORYTELLING FOR A SECOND LANGUAGE CLASSROOM

Digital Storytelling for a Second Language Classroom Lauren MacDonald ETEC 532 Section 65A Dr. Alex de Cosson University of British Columbia Sunday April 7th, 2013

Digital Storytelling for a Second Language Classroom Digital Storytelling for a Second Language Classroom Introduction

Storytelling has entertained and informed people over the centuries and across cultures (Tsou, Wang & Tzeng, 2006). As a primary second language teacher, storytelling features prominently in my practice. I use stories to introduce a topic or subject of study, to engage students in discussion or just for the pleasure of having my students listen to a story. My students love to share stories about their lives and to tell their own imaginative and creative stories. Yet, writing a story in a second language can be an especially daunting task for my students. I use technology daily in my classroom. I have a Smartboard, which I use for guided reading and writing, for brainstorming and modeling activities, and for assessing student learning with the Smart Response system. During small group centres, my students use the classroom computers to listen to stories and watch short videos in French, and to work on math and language based activities or games. However, as technology inundates my students lives outside of school, I find I am continually searching for ways to incorporate it into my classroom. I believe that digital storytelling is a way to engage my students with writing in a second language and to provide them with technological skills at the same time. In this paper, I will show that digital storytelling can be used in the second language classroom to enhance student motivation and to develop literacy, 21st century learning, and technology skills. I will begin by providing a brief overview of digital storytelling. Then, through a discussion of relevant literature, I will outline its benefits in developing meaningful learning opportunities for students in a second language classroom. To conclude, I will discuss the

Digital Storytelling for a Second Language Classroom challenges of using digital storytelling and how I can address these challenges in my teaching context. Digital Storytelling What is Digital Storytelling? Digital storytelling combines narratives with images, sound and video to create a multimedia product that is educational, reflective, persuasive or historical in nature on any

subject area or topic (EDUCAUSE as cited in MacDonald, 2013, p.4). There are a variety of tools and applications that can be used to create digital stories such as Windows MovieMaker and Photostory, Apples iMovie, as well as online tools such as Animoto, Little Bird Tales, Zooburst, Prezi and SlideRocket, to name a few. According to Meadows (2003), anyone can create a digital story because everyone has a story to tell (p.190). While there may be a few prerequisite technological skills that students need to learn before authoring a digital story, many of the available programs are easy to use. Some programs could require additional skills as students may need a microphone for audio recordings, a scanner to scan pictures, or knowledge of sound recording or editing software. Robin (2008) states digital storytelling allows students to combine traditional writing practises with technology. Storytellers choose a topic, research information, and write a script. Stories are then combined with various forms of multimedia including audio, video, images and music. When complete, the story can be viewed on a computer, burned to a DVD, or uploaded onto the Internet. Digital stories can be used in various ways, such as introducing a topic, grabbing students attention, assisting students comprehension of a topic, generating discussion, and increasing students interest.

Digital Storytelling for a Second Language Classroom Why use Digital Storytelling in a Second Language Classroom? A review of literature indicates digital storytelling enhances student learning when incorporated into second language classrooms. It assists students in developing literacy, 21 st century learning and technology skills while improving student motivation. Digital storytelling also supports interdisciplinarity and can be used for assessment through eportfolios. Research shows that digital storytelling supports student development of literacy skills. Yang and Wu (2012) report that students who engaged in digital storytelling demonstrated stronger listening, reading, and writing skills in English through the process of creating a story map, writing a script, and reading and engaging in peer feedback on a class blog. Tsou, et al. (2006) discovered that there was an increase in language proficiency, specifically comprehension and sentence complexity of students who viewed digital stories and created story recalls. Students who were exposed to digital storytelling improved their listening comprehension skills in English based on research performed by Ramirez-Verdugo and Belmonte (2007). These researchers explain that the ability of the students to replay the story as needed provided them with an increased exposure to English that assisted in the development of their literacy skills. When creating a digital story, students engage in a variety of skills that are part of the writing process. These include researching information and finding multimedia elements, writing a script, organizing and planning their story through a storyboard or map, and presenting their story to an audience. This process supports Goldfarbs (2002) notion of students as producers. Sylvester and Greenridge (2009) state that digital storytelling also

helps struggling writers with the writing process in several ways. Storyboarding assists students

Digital Storytelling for a Second Language Classroom with organization and coherence as this format allows them to more easily notice and correct mistakes when editing. Media elements such as images and video encourage students to provide more details in their writing, and audio affords students the ability to more easily convey mood and atmosphere. For students struggling with mechanics and illegible

handwriting, digital storytelling removes these obstacles in the writing process, as students can type or record without worry. Digital storytelling also supports student development of critical thinking, collaboration and technology skills, which are essential skills for students future success in the 21st century (Partnership for 21st Century Skills, 2011). Sadik (2008) noted that students engaged in reflective and critical thinking through the process of creating and presenting their digital stories. This also afforded students the opportunity to develop technology and digital literacy skills through the use of different tools to create and present stories, a conclusion echoed by Yang & Wu (2012). Sylvester & Greenridge (2009) observed that digital storytelling encouraged collaboration as neighbouring students often glanced at each others computer screens, prompting them to ask each other, How did you do that?. This resulted in peer modelling and explanation of the skills and strategies students used. Digital storytelling also has the potential to engage and motivate students. Sylvester & Greenridge (2009) state that digital storytelling can involve students in the writing process because they are not faced with a blank page to write on, but instead can interact with multimedia. As well, they are more aware of their audience when their stories are to be viewed by others. This is supported by Yang and Wu (2012) and Standley (2003) who asserts when they know the whole world is listening, students are motivated to create their best work

Digital Storytelling for a Second Language Classroom (p.17). Sadik (2008) reported an increase in motivation and engagement in students whose digital stories were subject-specific. He also observed that students narration demonstrated a personal connection with the story. Tsou et. al (2006) noted that participants reported an increase in confidence in their English learning and enjoyed using their storytelling website. As digital storytelling can be used in any subject area (EDUCAUSE, 2007), it supports interdisciplinarity. Collaborative, critical thinking and technology skills required for students to engage in digital storytelling are easily transferred to other disciplines (Yang & Wu, 2012). Students can create stories to show their understanding of history, science and math. This enhances students acquisition of subject matter content (Yang & Wu, 2012). In a curriculum that is content heavy, digital storytelling allows for teachers to meet multiple outcomes at the same time.

Finally, digital storytelling can be used as eportfolios to allow students to showcase their learning. Students select what artifacts they want to include that demonstrate their academic growth. Sadik (2008) suggests that in contrast with traditional forms of assessment, using digital storytelling in this way enables students to collect, organize, reflect and communicate their learning. As a result teachers are allowed to see a deeper level of student understanding. This can raise standards of achievement more effectively than any other strategy (Sadik, 2008, p.503). Challenges of Digital Storytelling in a Second Language Classroom While there are many reasons why teachers should incorporate digital storytelling into their classrooms, there are also a number of challenges that they face. Yet with proper support, teachers can overcome these challenges to successfully integrate digital storytelling into their

Digital Storytelling for a Second Language Classroom

classrooms. One major challenge expressed in the literature had to do with time: the time and effort required to plan and prepare for using technology and digital storytelling (RamirezVerdugo & Belmonte, 2007; Sadik, 2008), the time required to integrate digital storytelling into an already heavy curriculum (Sylvester & Greenridge, 2009), and the time required by students to learn how to use technology (Sadik, 2008). Another challenge that was present in the literature concerned technology. This included the lack of teacher experience and confidence with technology and digital storytelling (Sylvester & Greenridge, 2009), the overwhelming number of sites (Ramirez-Verdugo & Belmonte, 2007), the lack of equipment and access to the Internet (Sadik, 2008), and the technology being above the technological and linguistic abilities of students (Ramirez-Verdugo & Belmonte, 2007). The challenges of time and technology can deter many teachers from using digital storytelling in their classrooms. However, I believe there are a number of ways that teachers can overcome these obstacles to achieve successful implementation of digital storytelling. One way is to provide teachers with professional development surrounding digital storytelling. This should include time for teachers to explore the tools themselves, as suggested by Zhao & Frank (2003). Ideally, this would be in an environment where they were supported by colleagues who had successfully used digital storytelling and who could answer questions, including those of a more technical nature. In a recent professional development session I attended, we explored iOS programs including iMovie. Being able to explore this program, while being supported by the presenter who has used the program in her classroom for digital storytelling was a

Digital Storytelling for a Second Language Classroom

meaningful learning opportunity. I am excited about the possibilities of using this program with my students for the same purpose. There are many sites and programs available for digital storytelling and it is easy to see why teachers can become overwhelmed. Seeking out colleagues who have used digital storytelling in their classroom and who can provide suggestions of sites or programs that would be appropriate for my students would assist those of us with little experience. One of my administrators in a recent professional development session on technology, advised us to take one thing and try to implement it into our teaching. So I am not overwhelmed, I see myself starting digital storytelling with my students by focusing on one tool or one topic from my curriculum. Planning with grade or subject level colleagues may also help to decrease planning time and allow for teachers with more technology knowledge to assist their colleagues in a mentorship role. Planning with colleagues can also support interdisciplinarity as we can plan to incorporate digital storytelling to meet multiple curriculum outcomes in different subject areas through one project. For example, having students create a digital story to demonstrate their understanding of an animal group and its life cycle, or taking a familiar fairy tale and retelling it by changing the characters, setting, and even the ending are a few possibilities. Issues of access to equipment and the Internet are common problems in many schools. With the high cost of keeping technology current combined with tight school budgets, the economic situation that many schools face makes spending money on the latest technology difficult to justify. While some schools can work around this with Bring Your Own Device (BYOD) policies, others cannot. Many schools have the current technology available; however,

Digital Storytelling for a Second Language Classroom it is often in high demand and not always accessible to teachers. This is a problem that I frequently face at my school. In an effort to access the technology, I try to plan ahead and reserve the computer lab or iPads when I think I will need them. As the technology may be above the technological and linguistic abilities of students, especially at the primary level, I would use digital storytelling as part of my classroom centres where students work in small groups. This way I can provide technical and linguistic support to small numbers of students at one time. Another way I could overcome this barrier is to have students create digital stories in small groups or with a partner. This would allow students to support each other. While not discussed in literature, I also see student privacy and safety being a concern for many teachers, especially when having primary students search for images and video, or

post their stories online. They may be exposed to inappropriate content or improper comments in un-moderated web environments. One way to overcome this issue is to have students either create pictures in Paint or a similar program, or to scan pictures. These pictures can then be saved and incorporated into students stories. Alternatively, there are educator sites available with libraries of images that students can search and use for free. Such sites can alleviate concerns for student safety. In addition, parental consent should be acquired before posting student work, and students should be encouraged to not include personal information in their stories. Student stories can be posted on class or school blogs that require parents or other visitors to register in order to comment on student work, with all comments needing teacher approval before being posted. In this way, comments can be monitored and any inappropriate

Digital Storytelling for a Second Language Classroom comments removed. While limiting the access to the blog could detract from its real world aspect, the safety of my young students would have to be my first priority. Discussion and Conclusion

As my students are second language learners, writing stories in their second language is a frequent area of frustration. Many students struggle with spelling, grammar, sentence structures, and coherence. These difficulties are not regularly pre sent when students participate in oral storytelling and presentations. By engaging them in the process of creating a digital story on a computer or iPad, I will be removing the barrier of writing and allowing them to share their ideas visually and orally. By incorporating digital storytelling into my teaching, I will be assisting my students in developing their literacy skills, helping them become more engaged in the writing process in their second language, and increasing their knowledge of various subject matters. Digital storytelling will allow me to teach from an interdisciplinary perspective and afford my students the opportunity to gain valuable 21st century learning and technology skills. While there are many challenges that teachers face in order to incorporate digital storytelling, I do not feel that these are insurmountable. With proper support from colleagues, these barriers can be overcome. I see not only many possible avenues for implementing digital storytelling into my classroom, but also the immense value of its inclusion towards my students academic success.

Digital Storytelling for a Second Language Classroom 10 References EDUCAUSE Learning Initiative. (2007). 7 things you should know about digital storytelling . Retrieved from http://www.educause.edu/ir/library/pdf/ELI7021.pdf Goldfarb, Brian (2002). Students as producers. In Visual pedagogy: Media cultures in and beyond the classroom (p.57-83). Durham: Duke University Press. MacDonald, L. (2013). Digital Storytelling for a Second Language Classroom: Annotated Bibliography & Literature Review. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada. Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication. 2(2.) 189-193. doi: 10.1177/1470357203002002004 Partnership for 21st Century Skills. (2011). Framework for 21st century learning. Retrieved from http://www.p21.org/overview/skills-framework Ramirez-Verdugo, D., & Belmonte, I.A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning and Technology, 11(1), 87-101. Retrieved from http://llt.msu.edu/vol11num1/ramirez/default.html Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47:220228. DOI: 10.1080/00405840802153916 Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506. doi:10.1007/s11423-00809091-8 Standley, M. (2003) Digital storytelling: Using new technology and the power of stories to help our students learn and teach. Cable in the Classroom. June, 46-48. Retrieved from

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http://www.mstandley.com/digital_storytelling.pdf Sylvester, R. & Greenridge, W. (2009) Digital storytelling: Extending the potential for struggling writers. The Reading Teacher, 63(4), 284-295. Retrieved from http://www.jstor.org/stable/30249378 Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47(1), 17-28. doi:10.1016/j.compedu.2004.08.013 Yang, Y.C. & Wu, W.I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education. 59, 339-352. doi:10.1016/j.compedu.2011.12.012 Zhao, Y. & Frank, K.A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840. Retrieved from http://www.jstor.org/stable/3699409