Digital storytelling: a meaningful technology-integrated approach for engaged student learning

11423_2008_9091_56_4-web 487..506Digital storytelling: a meaningful technology-integrated approach for engaged student learning
Alaa Sadik
Published online: 11 April 2008 Association for Educational Communications and Technology 2008
Abstract Although research emphasizes the importance of integrating technology into
the curriculum, the use of technology can only be effective if teachers themselves possess
the expertise to use technology in a meaningful way in the classroom. The aim of this study
was to assist Egyptian teachers in developing teaching and learning through the application
of a particular digital technology. Students were encouraged to work through the process of
producing their own digital stories using MS Photo Story, while being introduced to
desktop production and editing tools. They also presented, published and shared their own
stories with other students in the class. Quantitative and qualitative instruments, including
digital story evaluation rubric, integration of technology observation instruments and
interviews for evaluating the effectiveness of digital storytelling into learning were
implemented to examine the extent to which students were engaged in authentic learning
tasks using digital storytelling. The findings from the analysis of students-produced stories
revealed that overall, students did well in their projects and their stories met many of the
pedagogical and technical attributes of digital stories. The findings from classroom
observations and interviews revealed that despite problems observed and reported by
teachers, they believed that the digital storytelling projects could increase students’
understanding of curricular content and they were willing to transform their pedagogy and
curriculum to include digital storytelling.
Keywords Digital storytelling Engaged learning Photo story Technology integration
Introduction
Within the last 10 years, the Egyptian Ministry of Education (MoE) with the assistance of
many international organizations (such as USAID and UNESCO) has introduced many
education reforms to improve the educational system and raise teachers’ technological
A. Sadik (&) Department of Instructional & Learning Technologies, College of Education, Sultan Qaboos University, Muscat, Sultanate of Oman e-mail: [email protected]; [email protected]
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Education Tech Research Dev (2008) 56:487–506 DOI 10.1007/s11423-008-9091-8
awareness and encourage them to integrate Information and Communication Technology
(ICT) into the curriculum with a greater emphasis on science, mathematics and the use of
computers. In addition, new learning resource centers are being set up in schools, complete
with laboratory equipment, audio-visual systems, computers and other teaching aids.
However, although Egypt has made great strides in its general educational arena, growth
in technological supports that facilitate educational advances have been slower. The use of
computer software and hardware has not been fully understood or used and the integration
of technology into the Egyptian education system is needed.
Jacobsen (2001) believe that many teachers worldwide are not able to adopt technology
for teaching and learning tasks, and the gap between technology presence in schools and its
effective use is too wide. Many teachers believe that technology integration is a difficult,
time-consuming and resource-intensive endeavor and is more trouble than it is worth
(Sheingold and Hadley 1990). The under-utilization of technology is probably a result of a
lack of vision of technology’s potential for improving teaching and learning (Office of
Technology Assessment 1995) and the difficulty to cross the bridge between technology’s
capabilities and curriculum requirements (SERVE 1996).
Dexter et al. (1999) indicate that the effectiveness of technology integration into edu-
cation is largely dependent upon its ability to engage students into learning. Trilling and
Hood (1999) believe that the key in using educational technology is to utilize meaningful
activities that may engage students to construct their knowledge in different ways, not
available before the technology was introduced. Studies have shown that learner
engagement is paramount to learning success (Herrington et al. 2003).
Lim et al. (2006) reviewed the literature and found that there is a myriad of definitions
for the term ‘engagement’. They concluded that ‘what is apparent about the definitions of
engagement is that they entail some kind of mindfulness, intrinsic motivation, cognitive
effort, and attention’ (p. 213). However, there are different levels of engagement that one
can attain: The engagement can either be classified as high or low.
Meaningful technology integration and learning
Meaningful technology integration is defined as curricula utilizing authentic tasks that
intentionally and actively help learners to construct their own meanings from thinking
about experiences and allows for more interdisciplinary project-based instruction (Jonassen
et al. 1999). Integration is defined not by the amount or type of technology used, but by
how and why it is used (Earle 2002).
Meaningful integration of technology is achieved when students are able to select tech-
nology tools to help them obtain information in a timely manner, analyze and synthesize the
information and present it professionally (Harris 2005). However, harnessing the power of
the integration of technology requires not only a new or advanced technology, but also a
systematic way of utilizing the technology to improve student learning (Schofield 1995).
Research indicates that in order to achieve meaningful technology integration, learning
must be designed from a constructivist approach that encourages students to learn in a
social context and help them to develop an ability to readily create new knowledge, solve
new problems and employ creativity and critical thinking (Griest 1996; Hoffman 1997;
Mergendollar 1997; Richards 1998). Spivey (1997) indicated that constructivists view
students as constructive agents and view knowledge as built instead of being passively
received by students, whose ways of knowing and understanding influence what is known
and understood.
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In addition, the interaction between students, the flow of ideas and thinking aloud
encourage students to foster active learning, in which users discover and address gaps in
their understanding when explaining concepts to others (Kafai et al. 1997; Tyner 1998).
Constructivist strategies include collaborative and cooperative learning methods,
engaging in critical and reflective thinking and evaluation through electronic portfolios
(Nanjappa and Grant 2003). Jonassen and Carr (2000) believe that in order to help students
to construct their knowledge, they should be actively involved in learning with the help of
ICT tools. In addition, Wheatley (1991) argued that because a student will construct his/her
own meaning based on his/her interpretation, technology can become a vital educational
tool depending on the way it is used in learning. Strommen and Lincoln (1992) believe that
it is not which technology is used, but how the technology is used which is relevant to a
constructivist classroom.
For example, the initial computer’s role in education has been largely viewed through
Computer Assisted Instruction (CAI), which is generally used for low-end tasks or pro-
viding a richer and more exciting learning environment, such as drill and practice (Office
of Technology Assessment 1995; Duffy and Cunningham 1996; Roe et al. 1998). How-
ever, teachers can use computers, as tools for accessing information, interpreting and
organizing their personal knowledge and producing and representing what they know to
others, so as to engage students more, resulting in more meaningful and transferable
knowledge (Jonassen et al. 1993).
Lim and Tay (2003) classified ICT tools used in the classroom to improve student
learning into four types: (1) informative tools; (2) situating tools; (3) communicative tools;
and (4) constructive tools. Informative tools are applications that store and provide vast
amounts of information in various formats (e.g., databases, encyclopedias and web
resources). Situating tools are systems that situate students in an environment where they
may experience the context (e.g., simulations and games). Communicative tools are sys-
tems that facilitate communication between the student and others (e.g., e-mail and
discussion boards).
Constructive tools are general-purpose ICT tools that can be used for manipulating
information, constructing student’s own knowledge or to produce a certain tangible
product for a given instructional purpose. PowerPoint and Word, for example, are found to
be the most frequently used constructive tools by students for their presentations and
special curriculum-based projects (Lim and Tay 2003). Multimedia authoring and pre-
senting tools, in particular, like PowerPoint, Illustrator, MultiMedia Builder, HyperStudio,
MovieMaker and iMovies have proved to be good constructive tools to learn through
production, collaboration and project management.
Digital storytelling and the curriculum
Storytelling is the original form of teaching (Pedersen 1995). It is a simple but powerful
method to help students to make sense of the complex and unordered world of experience
by crafting story lines (Bruner 1990; Gils 2005). Although storytelling is not new, the idea
of digital storytelling is new (Meadows 2003).
Within the last 10 years, digital cameras, editing software, authoring tools and elec-
tronic media outlets have encouraged teachers to utilize many more approaches and tools
than ever before to help students to construct their own knowledge and ideas to present and
share them more effectively (Standley 2003). One of these powerful approaches to
multimedia production is digital storytelling.
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Meadows (2003) believes that digital storytelling is the social practice of telling stories
that makes use of low-cost digital cameras, non-linear authoring tools and computers to
create short multimedia stories. The Digital Storytelling Association (2002) describes
Digital storytelling as:
[a] modern expression of the ancient art of storytelling. Throughout history, story-
telling has been used to share knowledge, wisdom, and values. Stories have taken
many different forms. Stories have been adapted to each successive medium that has
emerged, from the circle of the campfire to the silver screen, and now the computer
screen.
Robin and Pierson (2005) believe that digital storytelling has captured the imagination of
both students and teachers and the act of crafting meaningful stories has elevated the
experience for students and teachers. Compared to conventional storytelling, digital sto-
rytelling audiences are viewed not only as listeners but also as learners who can interact
and shape the story (Dorner et al. 2002).
Lynch and Fleming (2007) indicate that:
[The] flexible and dynamic nature of digital storytelling, which encapsulates aural,
visual and sensory elements, utilises the multitude of cognitive processes that
underpin learning-from verbal linguistic to spatial, musical, interpersonal, intraper-
sonal, naturalist and bodily-kinaesthetic (p. 7).
Barrett (2006) found that digital storytelling facilitates the convergence of four student-
centered learning strategies: student engagement, reflection for deep learning, project-
based learning, and the effective integration of technology into instruction.
Robin (2005) argued that educators at all levels and in most subjects can use digital
storytelling in many ways to support students’ learning by encouraging them to organize
and express their ideas and knowledge in an individual and meaningful way.
Jonassen and Hernandez-Serrano (2002) suggested three ways to support learning using
stories. First, they can be used as exemplars of concepts or principles being taught by direct
instruction. Second, they can be used as problem cases to be solved by students. Third,
stories can be used as advice for students, for helping them learn to solve problems.
Gils (2005) suggested many advantages of using digital storytelling in education: (1) to
provide more variation than traditional methods in current practice; (2) to personalize
learning experience; (3) to make explanation or the practicing of certain topics more
compelling; (4) to create real life situations in an easy and cheaper way; and (5) to improve
the involvement of students in the process of learning.
According to Pedersen (1995), stories are the oldest form of literature. Tsou et al.
(2006) found that integrating digital storytelling into the language curriculum is a creative
language learning technique that can improve student’s level of learning in reading,
writing, speaking and listening.
In addition, Combs and Beach (1994) indicated that including storytelling in the social
studies curriculum develops students’ understanding of democratic ideals, cultural diver-
sity and participatory citizenship, improves their communication skills, motivates them to
learn about the past and present, and creates a class bond through shared experiences.
While digital storytelling is most often associated with the arts and humanities, research
indicates that it can also be an effective strategy for learning in mathematics and science.
In mathematics education, Jonassen (2003) believes that story problems are the most
common form of problem solving in education. ‘‘Students begin solving story problems in
early elementary school and do not escape until graduate school or beyond’’ (p. 294). He
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argued that story problems are found in simple combine problems (e.g., Tom has three
apples. Mary gave Tom 3 more apples. How many apples does Tom have in the end?) and
complex problems in advanced mathematics and physics.
Schiro (2004), for example, used digital storytelling to teach students algorithms and
problem solving through several stages of learning in order to help them develop mathe-
matical skills. He argued that digital stories, with other materials like worksheets, not only
present mathematical skills that students need to learn but also situate the mathematics in a
context that is interesting, engaging and relevant.
Papadimitriou (2003) suggested that digital storytelling can be used to teach computer
science and programming to a wider and more diverse audience. He indicated that digital
storytelling can be used, for example, to share with students Al Khwarizmi’s discovery of
arithmetic algorithms notes on how to calculate the Bernoulli numbers without human head
and hand to bring the beauty power and coolness of the message with more clarity and less pain.
Problem arising from the study
Although the Egyptian Ministry of Education has invested in integrating computers and
technology with all areas of learning, the researcher noticed that teachers, in general,
struggle to incorporate computer applications into regular classroom instructional practices
to enhance learning due to the ineffective and inappropriate training and lack of vision of
technology’s potential for improving learning. Teachers have not been introduced before to
meaningful technology-based approaches that would give some sort of challenge and
purpose to the activities that often happens in authentic situations (Pritchard 2004).
In addition, no previous study has examined the potential of computer-based multi-
media applications, in general, or digital storytelling, in particular, in encouraging
Egyptian teachers to integrate technology into the curriculum and engage students in
technology-rich, active and cooperative learning situations that help them to construct their
own learning.
Research questions
The investigation aims to understand better the impact on student learning when they take
advantage of digital storytelling for their learning. Therefore, this study seeks to answer the
following three questions:
1. To what extent can students be engaged in authentic learning tasks with digital
storytelling?
2. How effective is a digital storytelling approach in supporting teachers to effectively
integrate technology into learning?
3. What are the teachers’ concerns and views regarding the implementation and
integration of digital storytelling into learning?
Objectives of the study
The main intention of this study, then, is to help teachers develop the nature of teaching
and learning through a particular application of digital technologies that may result in a
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shift in technology utilization. By providing a clear picture of what and how teachers and
students use digital storytelling, much can be learned to facilitate meaningful integration of
the technology into Egyptian schools. In addition, the investigation aims to give a clearer
picture and a better understanding of the impact on student learning when teachers and
students take advantage of digital storytelling for their teaching and learning tasks.
Significance of the study
This study may help teachers by providing them with a new philosophical and realistic
perspective on the integration of technology into curriculum that may result is a shift in
technology utilization. By providing a clear picture of what and how teachers integrate
digital storytelling, much can be learned about how to facilitate meaningful integration of
the technology into schools.
Methodology
According to Stake (1995), examining teachers’ changes in skills and behaviors, as well as
their perceptions of an innovation to learning, requires a methodology that allows for
individual thought and expression to be recorded and analyzed. Therefore multiple
methods of data collection and analysis were employed to enhance the validity and reli-
ability of the study. A scaling rubric instrument is used to assess students’ success and level
of engagement in authentic learning using digital storytelling. In addition, observation and
interview are used in this study to investigate factors that influenced teachers as they
implemented and integrated digital storytelling in their curricula and provide a concrete
and contextual knowledge of their concerns and perceptions of the integration process.
Participants, settings and procedures
Since the purpose of this study is to understand better and describe the impact on student
learning when teachers and students take advantage of digital storytelling for their teaching
and learning tasks, this study focused on an in-depth implementation and evaluation of
digital storytelling by a small number of carefully selected teachers who have the ability to
meaningfully integrate technology into their respective curricula. Two private Basic
Education schools (6–15 years) in Qena were chosen for their public recognition of their
use of technology. The two school administrations were contacted and were supportive of
the study, and provided access to the teachers and students.
Each of the selected two schools is equipped with a computer lab provided by the
USAID funded Partners for Competitive Egypt (PfC) Project and each lab equipped with
twenty-four networked PCs with Internet connection, digital camera, scanner and color
inkjet printer. Each lab has a media specialist to support teachers and students in the use of
the computers and their peripherals. The lab schedule allows classroom teachers to use the
lab 2–3 times a week for the purpose of technology integration into the curriculum.
In addition, a decision was made to choose teachers who received training in the use of
technology in their teaching, and use technology more frequently in their classrooms. Four
teachers of different subject matters (English, science, mathematics and social studies)
were chosen from each school (a total of eight teachers) for the integration of digital
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storytelling into the curriculum. A small number of teachers was used since a larger
number of teachers would limit the study’s ability to conduct an in-depth analysis and to
obtain teacher trust and confidence. Each of the eight teachers agreed to nominate one class
(35–45 students) in the Second Stage Basic Education (13–15 years old) to integrate digital
storytelling into the curriculum during the second semester from February to May 2006.
A person-level orientation and group workshop on the integration of digital storytelling
was found an appropriate approach to be used in the training of teachers. The objectives of
individual orientations and workshops were:
1. Describe and understand storytelling as a teaching and learning tool.
2. Identify the elements of storytelling.
3. Explore the power of storytelling for the teacher, students, and their connection to
subject matter.
4. Create a map and/or storyboard for production.
5. Use desktop production tools in the creation of a 3–5 min digital story.
6. Save on CD or the Web.
An orientation followed by a workshop was provided for teachers during the first two
weeks of February 2006 about the importance of digital storytelling, developing and using
it within the curriculum with actual curriculum-based examples, tools required to produce
digital stories and the importance of involving students in the design process in a mean-
ingful way and as active participants.
Description of digital storytelling classes
Within the last few years, a variety of non-linear applications have become available that
can be used in the creation of classroom digital stories. One of these applications is
Microsoft Photo Story 3 for Windows. Photo Story is available for free and helps students
create video stories from their photos, captured using a digital camera or downloaded from
the Web. In a few simple steps, students can import and edit their photos one at a time,
insert titles, record narration, add background music, specify locations for zooming and
panning and add visual and transition effects.
Students can talk about a photo for as long or as little as they like. When they are done,
they click the mouse button to go to the next photo (Fig. 1). The authoring task is done…