In choosing this form of digital storytelling I was considering the experience of the users. Most of the students enrolled in my Moodle course are reluctant technology users. They can still experience digital storytelling using the imovie app, but they are not responsible for creating everything from scratch. In this way it is a “first attempt” at using digital technology as a tool for expression. Since one of the goals in my Moodle course is to promote the use of apps in the classroom, this app is quite streamlined and easy to use, thus promoting its use with reluctant teachers. I have created this digital story as a model for them. I would then ask them to create their own “digital” journey of their attempts at using apps in their classroom. They would be asked create their own reflective journey of their learning and use of the i-pad and then post within the Moodle course. My hope is that from creating their own digital story about their journey with the i-pads they will then transfer this learning to their students and attempt to use digital storytelling in their classrooms. Using imovie it is also quite simple for elementary students to create and share a digital story of their own.
One of the areas that my school board is struggling with right now is teacher engagement with technology. Most of this is due to lack of training, fear and lack of understanding of how to integrate technology effectively and simply into their teaching day. Providing a simple to use digital storymaking tool can help to alleviate fear and help with engagement with technology.
The other consideration is copyright which can be a misunderstood concept where technology is concerned. “While it is commonly recognized that materials found on the web are subject to copyright laws, it is far less clear what might be considered “fair use” of materials for this type of project” (Hofer & Swan , 2006). To avoid this confusion which actually may lead to some educators not attempting to use this type of storytelling, using iMovie is a safer route.
I also chose this type of story to foster self -reflection and new learning. In fact, “The process of constructing a story requires numerous cognitive strategies to come in to play, such as comparing, selecting, inferring, arranging and revising information. The process leads to the construction of a new story or narrative based on existing information, reflection, supposition and evaluation. The new story will have affected the maker through the production, especially in terms of the reflection that is required” (Boase, 2013). In this way the educators not only view the digital story but through creating a digital story they deepen their skills of selecting, ordering, evaluating and presenting (Boase, 2013). Through creating the digital story of their learning journey my hope is that they reflect on ways to use this technology within their own classroom and become more comfortable using this technology and thus gain confidence in its use. “Digital storytelling can be remarkably effective both for the story maker and the viewer, with potential for learning, reflection and self-discovery” (Boase, 2013).
In addition, I considered the importance of differentiated learning when using this digital storytelling tool. My hope was that the educators taking the course could see the ease of use of this tool and reflect on how they could help students who may be struggling with expression to experience success. “Technology has the capacity to amplify the writer’s voice in a well-written story, however. In particular, digital storytelling can be used to engage struggling readers and writers who have not yet experienced the power of personal expression.” (Bull & Kajder, 2004).
References
Boase, C. (2013). Digital storytelling for reflection and engagement: a study of the uses and potential of digital storytelling. Centre for Active Learning & Department of Education, University of Gloucestershir.
Bull, G., Kajder, S. (2004). Digital storytelling in language arts. Learning & Leading with Technology, volume 32 (4).
Hofer, M. , Owings, K. (2006). Digital storytelling: moving from promise to practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 679-684).