Digital Storytelling Video

Here is the script for my video on digital storytelling tools, but I am having trouble saving and uploading it...as soon as I figure out the problem, I'll post it.

Lynn Myers

Script: Review of Digital Storytelling Tools:

Imbedded Link

Efficient Use of Resources and Technology to meet diverse user needs:

I keep returning to the notion that our students live in a digital world (and I come from the era of the typewriter and the phone attached to the wall.) Hence, I had many frustrations with creating my own podcast—most of them self-created, but this makes me more sympathetic toward students who struggle with school assignments.

Digital Storytelling has great potential in the classroom because it gives students a chanced to share what they’ve learned, but they’re still forced to think about what information is most important to present and the best way to present it.

In creating my podcast, I explored many tools: Flickr, Photostory, PowerPoint, Voicethread, Audacity and Jing, and they all had their advantages and disadvantages. These tools were free and already on my computer or easily downloaded.

With Flickr, I could upload my pictures and turn them into a set or a photostream (video), but then had little control over the final product and the special effects are limited. With Photostory and PowerPoint, one can add more special effects, alter the timing, and fine tune the final show.

For sound, Jing is very simple: simply capture the screen (the final PP or Photostory), press the Capture Video button and begin speaking when prompted. There is a pause button, but one must make the recording in one fell swope. With Audacity, there is more freedom and flexibility: sound effects and music can be added, tracks can be easily edited, and there is more potential for a richer final product. However, it did have a steeper learning curve. I think students enjoy adding the fun extra touches, so this potential is important when selecting digital storytelling tools.


For my final product, I used PowerPoint and Jing—capturing the PowerPoint and creating a video, then turning it into a Screencast. I created an alternate version using PP and Audacity, but I didn’t like the final product as well, so I ditched it.

I found Jing easy to use to create the video, but we have Audacity in our media center and every school is supposed to be supplied with microphones (although our seems to be missing so I will need to replace it).

Based on how much time I spent figuring everything out, I would simplify the process. To use this with students and teachers, I would settle on a clear template/outline with specific technologies selected in advance for each section. For example:
· Select topic—class discussion, preliminary research using encyclopedias, etc
· Read/research—select appropriate databases, print resources, etc.
· Develop script—identify specific features required; with instructor approval
· Gather visuals—sources, nature of visuals
· Create podcast—length, specific tools
· Edit—peer review, instructor approval, etc.
· Share—post, class presentation,etc.

With each step, I would work with the classroom teacher to identify specific tools and outcomes, providing tutorials (like Sarah did with our class). It would be fun to have students share their process—so as they master various pieces of the process, they can teach the class how they did it. This gives students a sense of community and a sense of ownership that improves engagement and self-esteem.


Incorporating Digital storytelling in the curriculum:

Digital storytelling would enhance any project that required reading/research, and then the analysis, synthesis, and sharing of the learning, working equally well for individual or group projects.

Obviously digital storytelling works well for book talks and book reports in the English classroom.

Students could also present reviews of art or music in a similar format—inserting video or audio clips of the work being reviewed, inserting analysis and research.

Research of controversial issues is a common science or social studies assignment and this would work well for digital storytelling. There are also many opportunities to use Primary Source documents: historic photographs, newspaper articles, research reports and lab reports. Students could work in pairs or teams to present opposing viewpoints on a topic in a mock talk show or panel discussion. They would conduct research, synthesize their ideas and create a coherent final product, but making the product similar to what they see on TV or u-tube would make it more engaging to them. They could feel like they were creating a product with real-world applications.



My high school is the oldest in the county and has the most antiquated computer/internet service, so one always has to have a Plan B for days when computers don’t work or the Internet is super-slow.

In addition, because we are a rural school, we have some students with very limited computer skills so I would have tutorials available (like Sarah’s) in print and online for the use of all technologies. I would also encourage students to help each other. Rather than the traditional model where students work silently and independently, I would encourage students to present mini-demonstrations of technologies they have mastered and stages of the project they have successfully and creatively completed. These could be saved to the website, a blog or a Wiki for future classes.

In the early attempts of teaching digital storytelling, I would probably have students begin with visual formats they are already familiar with: PowerPoint, Photostory, etc. In that way, they can focus on learning the new audio technology (and on the content to be shared)
Based on my frustration of trying to tape with the phone ringing, the dog barking, and teenagers stomping through the room, I would provide a small studio space where students could record without distractions.

The biggest obstacle I see is time. This would have to be a collaborative project with teachers who would have to be willing to invest a lot time and be flexible with scheduling because of computer glitches and those unforeseen things that crop up whenever one tries something new.

I’m sure I could target a few of the younger teachers who would be willing to try Digital Storytelling and work with them to develop a unit.