I attended a conference where I heard Bernajean Porter talk about digital storytelling. I showed my students a sample of some digital stories from her website. They were hooked. Deborah Berger, Cycle 1 Teacher
Digital storytelling combines written, oral and media skills and brings the narrative to life. Whether personal narratives, stories based in fact or completely imagined, digital storytelling is an exciting media production for students of all ages. Using a computer drawing program and PowerPoint, Cycle 1 students in Deborah Berger’s class learned how stories are crafted as they developed a narrative told through digital storytelling.
Victoria’s Digital Story : Grade One
Students share their thinking about the stories they watch and discuss some key questions.
Help the students pull out criteria for an effective digital story such as the creativity, pacing, voice, emotion.
At the end of the exploration ask the students to think about what they would like to try in their own digital stories.
Before producing their digital story on the computer the students :
When students are satisfied with their story, they create a storyboard that includes a title page, a sketch of the visuals, and the text that will be spoken for each slide.
Using the storyboard as a guide, students can now illustrate their stories with photographs, original drawings scanned onto the computer, or a computer drawing program such as MicroWorlds.
Create a desktop file for each student to save illustrations.
Number the illustrations in sequence so they can be easily imported into PowerPoint.
Teach the students how to use PowerPoint and have them:
Students share their digital stories and provide feedback. They reflect on what they think they did well, and what they would do differently another time.
Celebrate accomplishments by burning completed stories onto a DVD for students to take home and share, or by posting them on a class website.
In the final stage of this multimedia project, the students learned about the importance of reading with fluency and expression by recording themselves narrating their stories. The excitement of hearing their own voices emerging from their computers created an atmosphere of joy and inspired these young students as authors and artists. This authentic learning experience had a high degree of engagement and motivation. These 6-year-old students reflected on what they were doing, began to think critically about their work and provided their peers with feedback. They were passionate about their published texts and felt pride when their "DigiTales" premiered. Deborah Berger