Running head: DIGITAL STORY

Digital Story

Meredith Eyerman

Bellarmine University

LITR 630
DIGITAL STORY 2

Rationale

Digital storytelling is a useful tool for the 21st century classroom. Students can put their

creativity to use while using reading, writing, and speaking/listening skills. Using a digital story

as a writing tool in the classroom enhances student engagement and can easily be modified to

meet the needs of different ability levels. The purpose of this activity is to enhance student

learning in the areas of reading, writing, and speaking/listening.

International Literacy Association Standards

The International Literacy Association Standards (ILA) addressed during this activity are

2.2 and 4.2. ILA standard 2.2 states teachers will use appropriate and varied instructional

approaches, including those that develop word recognition, language comprehension, strategic

knowledge, and readingwriting connections. More specifically, this activity addresses the

readingwriting component of this standard by allowing students to demonstrate they have

comprehended what they have read, and will create an informational writing piece in their own

words. The second standard, 4.2 states teachers will use a literacy curriculum and engage in

instructional practices that positively impact students knowledge, believes, and engagement with

the features of diversity. This activity meets this standard through the exploration of animals in

areas different areas of the world, broadening their horizons.

International Society for Technology in Education Standards

The International Society for Technology in Education Standards (ISTE) addressed in this

activity include 1a and 2b. Standard 1a states students will apply existing knowledge to

generate new ideas, products, or processes. Students will use their previous research to create

an informative writing piece. Standard 2b states students will communicate information and

ideas effectively to multiple audiences using a variety of media and formats. Students are
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creating a digital story to share with their peers in a unique format. One in which students of

multi-level abilities can benefit from.

Kentucky Teacher Standards

Kentucky Teacher Standards (KTS) addressed in this activity include 6.1, 6.2, and 6.5.

Standard 6.1 states teachers will use available technology to design and plan instruction.

Throughout planning this lesson, I used technology in a variety of ways. I used a story map,

story board, and digital story to create a sample informative writing piece and model for

students. 6.2 states teachers will use available technology to implement instruction that

facilitates student learning. This activity lends itself to engaging and enhancing student

motivation and learning. Using digital story gives them a clear goal and purpose for researching,

and using technology in such a way that facilitates their reading and writing skills. Standard 6.5

states teachers will demonstrate ethical and legal use of technology. It is modeled for the

students to identify the website in which they found their information during research, and

students are expected to follow.

Literature

The use of technology to facilitate and enhance student learning is essential for 12st

century learners. Educators must weave technology within the Common Core to help move

students forward, not simply use it for generic reasons. Simply adding computers to

conventional teaching strategies is an unsophisticated approach that, it is not surprising, adds

very little to students experiences in the classroom (Robin, 2008, p. 221). Integrating

technology and ensuring it is increasing student learning is the ultimate goal. Students benefit

from creating their own digital stories and it is possible that the greatest benefit in the classroom

may be found when students are given the task for creating their own digital stories, either
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individually or as members of a small group (Robin, 2008, p. 224). In doing so, aids students in

21st century literacy skills they need to be successful. Digital storytelling can be a potent

learning experience that encompasses much of what society hopes that students will know and be

able to perform in the 21st century (Robin, 2008, p. 224). It is important that we continue to

press students toward high levels of achievement and seek out opportunities to actively involve

students in tasks that expand their repertoire of new literacy practices and cultivate their

capacities for creating and producing while combining the old with the new (Shelby-Caffey,

Edwin, Jenkins, 2014, p. 192). Digital stories can do just this. They are combining and

intertwining the Common Core with new literacies to enhance student learning and prepare them

for the future.

TPACK Model

Technological Pedagogical Content Knowledge (TPACK) is at the forefront of this

lesson. The understanding of what students need to knowCommon Core, and understanding

where students need to go21st century literacies, was the motivation for this lesson and

activity. Students are required to master certain reading, writing, and speaking/listening skills

throughout the year. Photo story serves as a wonderful way for students to practice these skills,

while learning 21st century skills in the process. Throughout this activity, students will learn

how to import photos, add audio, upload to youtube, and the list goes on. While these are not

addressed in the Common Core, they are vital to student success and actually enhanced by the

use of iPads, computers, and photo story (Davies, 2011).

Common Core State Standards

There are four areas of the Common Core State Standards (CCSS) address in this activity.

The first standard, W.K.6 states that with guidance and support from adults, explore a variety of
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digital tools to produce and publish writing, including in collaboration with peers. This activity

allows students to use a new digital tool to publish informational writing. The second standard

addressed is standard W.K.8 which states that with support students will recall information from

experiences or gather information from provided resources to answer a question. In this

activity, students are drawing upon their previous questions and research to create an informative

digital story. Standard SL.K.5 states students will add drawings or other visual displays to

descriptions as desired to provide additional detail. Students will add photos to their

informational writing piece to add detail and provide information to their readers. Lastly,

standard SL.K.6 states students will speak audibly and express thoughts, feelings, and ideas

clearly. As students progress though the activity, they will eventually rely on their speaking

skills to add audio to their digital story. Students will learn to speak audibly and clearly.
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References

Davies, R.S. (2011). Understanding technology literacy: a framework for evaluating

educational technology integration. Techtrends, 55 (5), 45-52.

Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century

classroom. Theory into Practice, 47(3), 220-228.

Shelby-Caffey, C., Ubeda, E., & Jenkins, B. (2014). Digital storytelling revisited : An educator's

use of an innovative literacy practice. The Reading Teacher, 68(3), 191-199.

doi:10.1002/trtr.1273