Digital+Storytelling


 * __Applications of Digital Cameras in the Classroom__**

Technology offers a number of opportunities for connecting classrooms with the world. One easily-integrated form of technology is the integration of digital photography in the classroom. Digital storytelling was one of several methods of such use presented in the article on "Digital Images in the Language Arts Classroom" (Kajder and Swenson).

The inclusion of still photography and digital video in student's work can greatly increase student on-task behaviors and interest. It also provides opportunities to get the students using technology in a way that they can continue to use even after specific projects are completed. A related article by Glen Bull and Sara Kajder - Digital Storytelling in the Language Arts Classroom, Learning and Leading with Technology, v32 n4 p46-49 Dec-Jan 2004-05. 4 pp. (Peer Reviewed Journal)- identifies some sound practices and utilizations for such digital storytelling. They reference using Movie Maker and iMovie, which are typically available at no cost to consumers and educators. They also point out that the sale of digital cameras outweighs the sale of film cameras. We must, therefore, provide opportunities for students to have experiences with them. Our school district, the Saydel Community Schools, is fortunate to have one digital still camera and one digital video camera for each elementary classroom, with additional technology in the upper and secondary grades.


 * __Elements of Effective Digital Stories__**

There are essentially seven elements of effective digital stories Each of these elements would need to be addressed differently for each specific grade level. Additionally, there is a sequence of steps, as identified by Bull and Kajder, which are as follows: 1) Write an initial script 2) Plan an acompanying storyboard 3)Discuss and revise the script 4) Sequence the images in the photograph or video editor 5) Add the narrative track. Of course, the students would require careful inital instruction, guidance, and monitoring. This might be a place to use peer helpers.
 * 1) a point of view
 * 2) a dramatic question
 * 3) emotional content
 * 4) economy
 * 5) pacing
 * 6) the gift of your voice
 * 7) an accompanying soundtrack

__**Conclusion**__

These projects could either be done as a whole class culminating activity, small group projects, or (with higher functioning and older students) independent studies. They could also be used to present information to peers or visitors. Generally, the use of digital storytelling is very broad, and specific educational goals would need to be identified by the instuctor prior to embarking on such endeavors. Although the school setting offers some logistical challenges, these can be manageable. Far more important is the benefit of putting technology and the resposibility of learning in the hands of students.