Toni Duke, M. Ed. Presents… A Technology for Improving Reading and Writing in Education:

VIDEO “The Classroom of the Future” Digital Storytelling Innovation, T. Duke

Diffusion of Technology in the Learning Process Technology will play a large role in the way we all live and in our students' employment futures. Therefore, we are responsible for learning all that we can to make sure our students are prepared in the "3 Rs and T": Reading, (w)Riting, (a)Rithmetic, and Technology! Digital Storytelling Innovation, T. Duke

Diffusion of Technology in the Learning Process Today’s students have to learn skills to help them survive in the 21 st century. Those skills consist largely of technological knowledge. We have to find ways to fully engage today's students. Preparing students for a future we've never seen is a true challenge for educators! Digital Storytelling Innovation, T. Duke

Joe Lambert’s “Seven Elements of Effective Digital Stories” 1. a point of view 2. a dramatic question 3. emotional content 4. economy5. pacing 6. the gift of your voice 7. an accompany- ing soundtrack Digital Storytelling Innovation, T. Duke

The Center for Digital Storytelling Technology offers opportunities for connecting classrooms with the world The Center for Digital Storytelling Technology offers opportunities for connecting classrooms with the world Digital Storytelling Innovation, T. Duke

Five Stages of the Innovation Process (Rogers, E. M.,2003) Knowledge Persuasion Decision Implementation Confirmation Digital Storytelling Innovation, T. Duke

Knowledge: 1. Write an initial script. 2. Plan an accompanying storyboard. 3. Discuss and revise the script. 4. Sequence the images in the video editor. 5. Add the narrative track. 6. Add special effects and transitions. 7. Add a soundtrack if time permits. Digital Storytelling Innovation, T. Duke Sequence of steps to develop a Digital Story (Bull, G. and Kajder, S., 2004):

Persuasion During this stage, we’re sharing all of the benefits of digital storytelling with others: Students are able to make connections to the world outside of school with their completed projects, providing a larger audience for them. Parents and others can view the work their children have completed. Students feel more proud about their finished products than they do from receiving a grade on a written paper. Opportunities for collaborative learning as students work with a partner to complete projects. During this stage, we’re sharing all of the benefits of digital storytelling with others: Students are able to make connections to the world outside of school with their completed projects, providing a larger audience for them. Parents and others can view the work their children have completed. Students feel more proud about their finished products than they do from receiving a grade on a written paper. Opportunities for collaborative learning as students work with a partner to complete projects. Digital Storytelling Innovation, T. Duke

Persuasion, cont’d Cross curricular – students can create projects that involve writing, narrating, public speaking and technology in math, language arts, science, music, social studies, art…no subject is off limits for the implementation of this creativity! Digital Storytelling Innovation, T. Duke

Video: “Math Fair: A Digital Story” =U47eR8LMGhI&feature=related =U47eR8LMGhI&feature=related

Video: A personal narration example about childhood

Decision The implementation of Digital Storytelling has the following educational benefits: Students will become more interested in writing if their audience is expanded. Classrooms can make connections in other schools, states, countries! Could indirectly increase student achievement on standardized writing test. Little to no additional cost to schools! Digital Storytelling Innovation, T. Duke

Implementation Adequate Teacher Training & Support Computers with speakers & microphones Digital cameras Internet access to www Clipart Head Phones Voice Recorders Digital Storytelling Innovation, T. Duke

Confirmation Digital Storytelling Innovation, T. Duke Like traditional storytelling, one uses voice inflection to draw in the audience, but with digital storytelling one engages viewers with music and pictures or illustrations instead of physical movement. “Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights” (Rule, as cited in Digital Storytelling, 2009). (Thesen, 2011)

Traditional and Digital Storytelling: An overview Storytelling has traditionally focused on the telling of folktales, fairy tales, myths, legends, and other familiar tales, which have been passed down over generations. These time-honored stories introduce students to a multitude of genres and help develop an appreciation for other cultures and traditions, while exposing students to important lessons, values, and universal truths. Digital Storytelling Innovation, T. Duke

Timeline explanation: Digital Storytelling Innovation, T. Duke

Students need exposure to 21 st century technology skills to be competitive in the workforce and further education Writing creates a voice for students This process of telling stories helps struggling writers with expression Why the Need Exists In Education Digital Storytelling Innovation, T. Duke

Research iLearn Digital Storytelling curriculum : Teacher training Teacher books and on-line documentation Student books on CD rom Digital Storytelling Innovation, T. Duke

Students learn to enrich literacy development beyond mere reading and writing printed text (Thesen, 2011). VIDEO “Literacy, ELL, and Digital Storytelling: 21st Century Learning in Action, Life Academy, Oakland” Digital Storytelling Innovation, T. Duke

S-Curve Diffusion of Digital Storytelling Innovation Digital Storytelling Innovation, T. Duke Traditional Storytelling has been inexistence for many years Digital Storytelling grew out of thework of Joe Lambert founder anddirector of the Center for DigitalStorytelling Diffusion of Digital Storytelling ineducation continues to grow andexpand in style and complexity withthe influx of available technology touse to capture stories

Innovators & Early Adopters I believe that younger teachers would be the first to adopt digital storytelling in the classroom. Provision of adequate support for teachers as they begin to introduce it will be the most persuasive tactic to help convince them to adopt it. Digital Storytelling Innovation, T. Duke

Potential Laggards Teachers I anticipate will be laggards in the diffusion of digital storytelling are more seasoned teachers, those who are not technologically savvy, and teachers who still believe that worksheets and teaching-in-rows all day is the best way to teach (because they learned that way)! One strategy I would implement would be to ‘hold their hands’ as we introduce it to students as students complete their first digital storytelling projects. Digital Storytelling Innovation, T. Duke

Critical Mass Will be apparent when: all of the teachers of all subjects in a building adopt this storytelling technology the word is spread to the next school, and they all adopt it at this point, the innovation will become self-sustaining and teachers will not need further convincing to implement it

To Centralize or Decentralize? Decentralized diffusion approach would work best Specific lead teachers will adopt it, realize student enjoyment, see growth in reading and writing abilities, and share the success with others - who will, in turn, implement it into their writing curriculum.

Key Change Agents in my Organization Lead teachers, or teachers as CHANGE AGENTS The most innovative and accepting-of-new-technology teachers will become the key change agents in our school/district.

Organizational innovation adoption: “Collective decision” It is vital that we get all key change agents/ ”champions” of digital storytelling on board. Plans for this to happen are: 1. Careful examination of reading/writing student results 2. Sharing of these results with key decision-makers/ administrators 3. Convincing strongest teacher buy-in and spread the excitement of this innovation Digital Storytelling Innovation, T. Duke

Closing Important innovation to the reading/writing process Fun for students Identification of change agents at school #1 Will begin next week!

Thank you! Q & A?

References Bull, G. and Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology,32(4). Center for Digital Storytelling (CDS, n.d.). Retrieved from Infusing Technology, LLC (n.d.). Retrieved from tml Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press. Digital Storytelling Innovation, T. Duke

References, cont’d Thesen, A., & Kara-Soteriou, J. (2011). Using digital storytelling to unlock student potential. New England Reading Association Journal, 46(2), Retrieved from EBSCOhost. The educational uses of digital storytelling (n.d.). Retrieved fromhttp://digitalstorytelling.coe.uh.edu/ The Classroom of the Future (n.d.) Video retrieved from Digital Storytelling Innovation, T. Duke

References, cont’d Literacy, ELL, and Digital Storytelling: 21st Century Learning in Action, Life Academy, Oakland (n.d.). Video retrieved from Digital Storytelling Innovation, T. Duke