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- W2268445606 abstract "Digital Stories: A 21st-Century Communication Tool for the English Language Classroom Swimming in a sea of electronic products and gadgets, today’s students live what Swenson et al. (2006) might summarize as digital-media-saturated lives. Students’ knowledge and application of technology are producing literacy skills for a 21st-century digital age. At a variety of educational institutions, digital media production functions as a mechanism for learning, expression, and building community and identity. From my perspective as a teacher, digital technology—when used appropriately and meaningfully—produces the successful learner outcomes identified by Sadik (2008), who writes about meaningful integration of technology and its impact on engaged student learning. One example of digital media production is digital storytelling. The digital story is a short personal narrative involving images (stills, video, graphics), a narrated voiceover, and a recorded audio sound track (see Kajder 2004; Lambert 2010; McGeoch 2010; Ohler 2008; Robin 2008). Originating in 1994 at the Center for Digital Storytelling in Berkeley, California, digital storytelling evolved around co-founder Lambert’s thoughts about telling stories and sharing feelings in conjunction with his seven steps of the digital story (2010). This article explores a digital media production experience with a class of English language students who created digital stories for final projects and offers practical suggestions for teachers who might be interested in testing the waters of digital storytelling." @default.
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- W2268445606 date "2014-01-01" @default.
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- W2268445606 title "Digital Stories: A 21st-Century Communication Tool for the English Language Classroom." @default.
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