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Summary: This module will introduce primary teachers in Trinidad and Tobago to the possibilities that digital storytelling holds for improved Literacy in primary school classrooms. With the increasing use of computer technology in teacher education and with both teachers and students as storytellers whose lives are filled with stories that are there for the telling, this initiative will enhance both creativity and Literacy among learners. among learners in an exciting way.
Each of the bulleted sections listed above is being developed with the help of student teachers. They are placed here as information and await comments for their development.
Below are just some notes for use in a class discussion "Digital storytelling is a combination of traditional storytelling techniques, sometimes combined with live performance techniques, and with the use of multi-media to provide sound and video to supplement the spoken word. In some creations, everything is online, and the listener or computer user, explores in a non-linear fashion the mix of narrative, photographs, video clips, and sound archives. The act of creating this can be a single artist working with her computer equipment and memories, or it can be collaborative. Digital storytelling is becoming popular for individuals, businesses, and non-profits who have, simply, a story to tell. The results may be classified as not-so-subtle advertisements to build up loyalty to a brand, as is the case with the Coca-Cola exhibit in Las Vegas, California or they may be very personal stories and family histories such as those created by Dana Atchley. In the Digital Clubhouse in Sunnyvale, California, the members learn to use computers, scanner, and recording devices to tell a short story that is important to them or their organization. The process has been life-changing for some participants. The acquisition and application of new skills to reach an immediate goal has given a sense of control and power to older people, individuals who have felt isolated, and handicapped children. This public access center is also working with the local public library. A critical part of the digital storytelling process is not putting the stories on the Web. They are too large for most people to access, but the creators gather at the clubhouse for afternoons and evenings of storytelling and sharing by making use of the facilities which include high end workstations, projection screens, comfortable furniture, and a helpful staff. The Internet is used to gather information, publicize the events, and link up Clubhouses into a growing network." Steve Cisler 1999 IFLA http://www.ifla.org/IV/ifla65/65sc2-e.htm--read the whole article in the links section
"Storytelling and dialogue is a part of every child’s life. From bedtime chronicles exploring the misadventures of fantastical creatures to the beginning mumblings of a toddler trying to explain her day, storytelling introduces children to the initial stages of communication and literacy, as well creating a bridge between the physical world and an imaginative one [1]. Stories help children and adults to share experiences and feelings in an engaging and entertaining way [2]. As Stephen Denning explains: "Stories are immediate and unique. Storytelling brings people together in a common perspective, and stretches everyone’s capacity to empathize with others and share experience" [3]. The advantages of this type of narrative permeate our culture, creating social practices and human relations that help constitute reality [4], yet its role in the education and learning process of our children is especially important. Paulo Freire’s notions of "dialogue" in education insist on breaking the "contradiction" of the teacher–student relationship [5]. In his "banking" concept of education, merely allowing students to "receive, file and store deposits" [6] rather than engaging them in ways where they can define their own problems and solutions, encourages "passivity of the oppressed" [7]. For Freire, dialogue remains the catalyst in promoting educators and students to cooperate in ways that transform the world [8]. One of the needs addressed by constructivist perspectives in learning regards teaching students how to "work together to solve problems through group–based, cooperative learning activities" [9]. Collaborative and group–based activities can promote prosocial behavior, or "positive social interaction skills such as cooperation, sharing, kindness, helping, showing affection and verbalizing feelings" [10]. This increasing awareness of the importance of communities in learning environments includes ways to use computers and technology in order to encourage collaboration [11]. In what ways can digital technologies (in particular the Internet) add new dimensions to dialogue, storytelling, or collaboration? This paper hypothesizes that online forums and virtual communities, including message boards, Weblogs and instant messaging software (IM), allow children important spaces to share ideas and feelings, discuss issues and projects, ask and answer each other’s questions, and promote a prosocial spirit. In order to validate this hypothesis, this paper will explore the importance of dialogue, storytelling and collaboration in children’s learning, followed by examples of digital technologies that support them. First, this paper will look at early literacy and digital fluency. Next, it will investigate peer collaboration and prosocial behavior. Third, it will deal with the importance of empowering children’s voices. Finally, this paper will demonstrate examples of message boards, Weblogs and IMs that sustain these concepts." http://firstmonday.org/issues/issue9_1/huffaker/
"Because of the emergence of multimedia technology, the 3Rs are becoming the 4Rs: Reading, wRiting, aRithmetic,and aRt. Thanks to the struggle to use multimedia effectively, the language of art is taking center stage." [Source: Art the 4th R] _____________________________________________________________ "Our imagination always outpaces our technology. The gap between the two is the distance the creative spark must jump in order to ignite our forward momentum." [Source: Keynotes] _____________________________________________________________ "It is common to think that everything is changing in the high tech age, but the past and future agree on one central idea: both expect us to accept the present without questioning it. The past required this in order to keep a culture from changing, while the future is moving so fast that we have no choice. The past is a slow boat to nowhere new, the future a rollercoaster with no time to reflect about direction." [Source: Keynotes] _____________________________________________________________ Do you agree with these views ?
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This work is licensed by Barbara Joseph under a Creative Commons Attribution License (CC-BY 2.0), and is an Open Educational Resource.
Last edited by Barbara Joseph on Dec 4, 2008 3:26 pm US/Central.
The Power of Story telling