Our Intentions for our Critical Inquiry Project
Our group’s topic is 21st Century Digital Storytelling for elementary students/teachers. We chose it because it is interdisciplinary, has sound pedagogy, develops many of the 21st Century skills necessary for success, promotes success for all students, and can be used across curricular areas. Digital storytelling is a tool that opens the door to self-expression, provides a creative outlet, and is appropriate for students with diverse learning needs. With a plethora of diverse and creative storytelling mediums out there, teachers and students can easily find tools that work for them. Technology need not play the starring role in Digital Storytelling, but it allows the story to shine by giving the storyteller center stage.
Through a review of the literature, it is clear that digital storytelling can empower and engage students, and appeal to a wide variety of learners, whether it be different learning styles, ability level, from culturally diverse backgrounds or from multi-disciplines (Duveskog et al., 2012; Gregory et al., 2009; Morgan, 2013; Royer & Richards, 2008; Whaley, 2002). A common theme throughout the literature we reviewed is that the power of digital storytelling is in the creative process, as well as in the sharing of the completed story (Bailin, 2014; Hull & Katz, 2006; Iwancio, 2010; Lambert, 2010). It is about so much more than the finished product itself (Chung, 2007; Matthews-Natale, 2008). As well, through an examination of the literature, digital storytelling can be seen as a new literacy, a valuable and necessary skill for 21st Century learners (Bull & Kajder, 2004; Gregory et al., 2009; Hull & Katz, 2006). Duveskog et al., (2012) stress the successful integration of technology and digital storytelling involves a commitment from experienced facilitators who are flexible in their design and planning and build trust to allow a safe environment for sharing stories. Without this commitment digital storytelling may not prove to be a valuable experience.
Much of what we have learned thus far in our work on this critical inquiry project can be illustrated by the overlying themes that have shaped our research endeavours and group discussions. The four themes that have dominated our project work are as follows: the power of digital storytelling, the skills developed through digital storytelling, meeting the needs of diverse learners through digital storytelling, and the essential elements for creating and selecting effective digital stories. In the ongoing quest that educators face to not only engage learners, but to also enhance student learning opportunities through the meaningful incorporation of technology into the classroom, the digital story is a medium that has much to offer teachers and students today.
Through a review of the literature, it is clear that digital storytelling can empower and engage students, and appeal to a wide variety of learners, whether it be different learning styles, ability level, from culturally diverse backgrounds or from multi-disciplines (Duveskog et al., 2012; Gregory et al., 2009; Morgan, 2013; Royer & Richards, 2008; Whaley, 2002). A common theme throughout the literature we reviewed is that the power of digital storytelling is in the creative process, as well as in the sharing of the completed story (Bailin, 2014; Hull & Katz, 2006; Iwancio, 2010; Lambert, 2010). It is about so much more than the finished product itself (Chung, 2007; Matthews-Natale, 2008). As well, through an examination of the literature, digital storytelling can be seen as a new literacy, a valuable and necessary skill for 21st Century learners (Bull & Kajder, 2004; Gregory et al., 2009; Hull & Katz, 2006). Duveskog et al., (2012) stress the successful integration of technology and digital storytelling involves a commitment from experienced facilitators who are flexible in their design and planning and build trust to allow a safe environment for sharing stories. Without this commitment digital storytelling may not prove to be a valuable experience.
Much of what we have learned thus far in our work on this critical inquiry project can be illustrated by the overlying themes that have shaped our research endeavours and group discussions. The four themes that have dominated our project work are as follows: the power of digital storytelling, the skills developed through digital storytelling, meeting the needs of diverse learners through digital storytelling, and the essential elements for creating and selecting effective digital stories. In the ongoing quest that educators face to not only engage learners, but to also enhance student learning opportunities through the meaningful incorporation of technology into the classroom, the digital story is a medium that has much to offer teachers and students today.